Negligence can be a difficult concept for business law students to understand, likely due to faulty schemas and naïve theories formed by their prior experiences. In this article, we describe a metacognitive teaching intervention used in a business law course to potentially overcome students' misconceptions regarding negligence. On average,…

Among cognitive factors that can influence the endorsement of pseudoscientific beliefs, our study focuses on proneness to false memory generation. In this preregistered study, we presented 170 fluent English speakers residing in the USA with a misinformation task aimed at generating false memories. In this task, they first completed an event…

The concepts of metacognitive reflection, reflection, and metacognition are distinct but have undergone shifts in meaning as they migrated into medical education. Conceptual clarity is essential to the construction of the knowledge base of medical education and its educational interventions. We conducted a theoretical integrative review across…

Prospective memory (PM) refers to our ability to remember to complete future actions. One common everyday PM task that requires further attention is our ability to remember to attend scheduled appointments. The present study focused on appointment attendance as a naturalistic time-based PM task and examined metacognitive factors associated with…

Prior work suggests that differences in brain morphology and task-evoked neural activity may underlie extraordinary creative achievement. Here, we extend these findings by focusing on resting blood oxygen level-dependent (rsBOLD) functional connectivity differences between eminent creators from diverse fields of expertise and a "smart"…

The relationship between confidence and accuracy has long been an important and controversial topic within the field of human memory. In a recent review article, Schwartz (2024). "Inferential theories of retrospective confidence." Metacognition & Learning.) competently summarized some of the key empirical findings on this issue and…

The present study aims to deepen our understanding of the relationship between metacognitive awareness and approaches to learning in a multidisciplinary context of higher education using a person-oriented approach. The participants in the present study were 462 third year students of humanities, social sciences and theology. The students filled in…

In this paper, I start from a posthumanist understanding of subjectivity to stress how our ways of relating do not follow from previously formed intentions but emerge in assemblages. The fact that we hold certain theoretical ascriptions does not assure that we will relate in ways that are consistent with them. We might intend to embrace…

In this article, the author animates a different kind of telling and knowing for critical scholarship. Recognizing an unknowable reality through a journey to a mythical past, the author imagines an "ontology of the serpent," a radical interdisciplinary, incantation for the future. This sorcerous evocation re-animates ancient mythical…

Metacognition has been a subject of considerable interest in school settings, particularly its implications on learning and performance in mathematics. While metacognition has been widely studied as a multi-faceted construct comprising of metacognitive knowledge, regulation and experiences in various combinations, few have examined these three…

Metacognitive awareness is essential in regulating second language (L2) listening and has been predominantly assessed by a multidimensional instrument named the Metacognitive Awareness Listening Questionnaire (MALQ). Since previous studies have yielded inconclusive evidence concerning the generalization of MALQ, it is important to examine the…

Metamemory monitoring, study behavior, and memory are presumably causally connected. When people misjudge their memory, their study behavior should be biased accordingly. Remedying "metamemory illusions" should debias study behavior and improve memory. One metamemory illusion concerns source memory, a critical aspect of episodic memory.…

Metacognition and motivation are considered key facets of self-regulation in various contexts. Recent studies identified a link between metacognition and creative performance, with metacognitively aware students performing more creatively and exhibiting higher levels of intrinsic and identified extrinsic motivation. The present study aims to…

Item memory (e.g., recall or recognition of specific items) can reactively change when metacognitively monitored via judgments of learning (JOLs). The current research explores whether memory for inter-item relations (e.g., semantic relations among list items) is reactively influenced by JOLs. Participants in Experiment 1 studied rhyming word…

Previous studies on mindfulness and creativity have focused on the beneficial effects of mindfulness on concentration. However, few have explored this from the perspective of psychological resources. Based on resource conservation theory, this study focuses on the positive psychological functions of mindfulness and how they complement the…