Abstract
Working memory is the cognitive function responsible for maintaining and manipulating information. Working memory is related to other higher order cognitive abilities including, reading comprehension (Daneman and Merikle, 1996), reasoning (Kyllonen and Christal, 1990) and fluid intelligence (Conway, Kane, and Engle, 2003). Interventions designed to increase working memory are of great interest given the possible benefits in reading comprehension and academic performance. Metacognition refers to knowledge regarding one’s own cognition and ability to monitor cognitive functioning (Flavell, 1979). Interventions designed to reframe metacognitive interpretations of subjective task difficulty have been shown to improve cognitive performance (Autin and Croizet, 2012). One possible reason for these cognitive performance improvements is a reduction in Task Unrelated Thoughts (TUTs). TUTs have been shown to reduce performance on a variety of cognitive functions (McVay and Kane, 2009). The current research examined the role of a metacognitive reframing intervention on individuals working memory capacity and TUTs. NSU undergraduates (N=61) completed an unsolvable anagram task and then read either a reframing or control script. Following the script, participants completed a working memory task and a metacognitive inventory. Results suggest that the intervention did not alter working memory task scores or a decrease in TUTs. However, a mediation analysis demonstrated reductions in the impact of TUTs on working memory task performance in the metacognitive reframing condition but not the control condition. These findings demonstrate that while metacognitive interventions may not reduce TUTs, they may alter the impact of TUTs on working memory task performance.
Faculty Sponsors
Dr. Jonathan Banks
Project Type
Event
Location
Alvin Sherman Library
Start Date
4-4-2014 1:00 PM
End Date
4-4-2014 5:30 PM
You're Not as Dumb as You Think You Are: The Impact of a Metacognitive Reframing Intervention
Alvin Sherman Library
Working memory is the cognitive function responsible for maintaining and manipulating information. Working memory is related to other higher order cognitive abilities including, reading comprehension (Daneman and Merikle, 1996), reasoning (Kyllonen and Christal, 1990) and fluid intelligence (Conway, Kane, and Engle, 2003). Interventions designed to increase working memory are of great interest given the possible benefits in reading comprehension and academic performance. Metacognition refers to knowledge regarding one’s own cognition and ability to monitor cognitive functioning (Flavell, 1979). Interventions designed to reframe metacognitive interpretations of subjective task difficulty have been shown to improve cognitive performance (Autin and Croizet, 2012). One possible reason for these cognitive performance improvements is a reduction in Task Unrelated Thoughts (TUTs). TUTs have been shown to reduce performance on a variety of cognitive functions (McVay and Kane, 2009). The current research examined the role of a metacognitive reframing intervention on individuals working memory capacity and TUTs. NSU undergraduates (N=61) completed an unsolvable anagram task and then read either a reframing or control script. Following the script, participants completed a working memory task and a metacognitive inventory. Results suggest that the intervention did not alter working memory task scores or a decrease in TUTs. However, a mediation analysis demonstrated reductions in the impact of TUTs on working memory task performance in the metacognitive reframing condition but not the control condition. These findings demonstrate that while metacognitive interventions may not reduce TUTs, they may alter the impact of TUTs on working memory task performance.
