The Cognitive Neuroscience of Metamemory Monitoring: Understanding Metamemory Processes, Subjective Levels Expressed, an
Metamemory has been broadly defined as knowledge of one’s own memory. Based on a theoretical framework developed by Nelson and Narens (Psychol Learn Motiv 26:125–141, 1990), there has been a wealth of cognitive research that provides insight into how we m
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The Cognitive Neuroscience of Metamemory Monitoring: Understanding Metamemory Processes, Subjective Levels Expressed, and Metacognitive Accuracy Elizabeth F. Chua, Denise Pergolizzi and R. Rachel Weintraub Abstract Metamemory has been broadly defined as knowledge of one’s own memory. Based on a theoretical framework developed by Nelson and Narens (Psychol Learn Motiv 26:125–141, 1990), there has been a wealth of cognitive research that provides insight into how we make judgments about our memory. More recently, there has been a growing interest in understanding the neural mechanisms supporting metamemory monitoring judgments. In this chapter, we propose that a fuller understanding of the neural basis of metamemory monitoring involves examining which brain regions: (1) are involved in the process of engaging in a metamemory monitoring task, (2) modulate based on the subjective level of the metamemory judgment expressed, and (3) are sensitive to the accuracy of the metamemory judgment (i.e., when the subjective judgment is congruent with objective memory performance). Lastly, it is critical to understand how brain activation changes when metamemory judgments are based on different sources of information. Our review of the literature shows that, although we have begun to address the brain mechanisms supporting metamemory judgments, there are still many unanswered questions. The area with the most growth, however, is in understanding how patterns of activation are changed when metamemory judgments are based on different kinds of information.
E. F. Chua (&) D. Pergolizzi R. R. Weintraub Department of Psychology, Brooklyn College of the City University of New York, 2900 Bedford Ave, Brooklyn, NY 11210, USA e-mail: [email protected] D. Pergolizzi e-mail: [email protected] R. R. Weintraub e-mail: [email protected] E. F. Chua D. Pergolizzi R. R. Weintraub Department of Psychology, The Graduate Center of the City University of New York, 365 5th Ave, New York, NY 10016, USA
S. M. Fleming and C. D. Frith (eds.), The Cognitive Neuroscience of Metacognition, DOI: 10.1007/978-3-642-45190-4_12, Springer-Verlag Berlin Heidelberg 2014
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12.1 Introduction Metamemory can be broadly defined as knowledge of one’s own memory [58]. Research on metamemory has a long history in cognitive psychology, but in the past decade there has been a growing interest in understanding the neural mechanisms associated with metamemory (e.g., [16–19, 34, 45, 49, 51]). It has everyday relevance for patients with neurological and psychiatric disorders, and even the healthy aged, who have deficits in metamemory (e.g., [6, 60, 86]), for educators who want to promote learning (e.g., [48, 89]), for basic researchers interested in the fundamental computations carried out by specific brain areas and how they interact [16–19, 34, 50], and for people who swear they left their keys by the door only to find them in the kitchen. The goal of this chapter is to review the current literature on the cogn
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