BACKGROUND Over the last twenty years metacognitive theory has provided a novel framework, in the form of the Self-Regulatory Executive Function (S-REF) model, for conceptualizing psychological distress (Wells & Matthews, 1994, 1996). The S-REF model proposes that psychological distress persists because of unhelpful coping styles (e.g. extended thinking and thought suppression) which are activa...

BACKGROUND Previous studies have shown that individuals with schizophrenia exhibit higher levels of unhelpful metacognitive beliefs than healthy controls, but no studies have explored metacognitive beliefs in early psychosis. AIMS We examined i) differences in levels of unhelpful metacognitive beliefs between psychosis spectrum disorders, and healthy controls, and ii) to what extent demograph...

Both worry and metacognitive beliefs have been found to be related to the development of anxiety, but metacognitive theory (Wells and Matthews, 1994; Wells, 2009) suggest that metacognitive beliefs may play a more prominent role. The aim of the present prospective study was to examine whether worry, metacognitive beliefs or the interaction between worry and metacognitive beliefs, were the best ...

Background/Study Context: Although explicit memory abilities decline during older adulthood, there is evidence that suggests that metacognitive capabilities are relatively well preserved. However, it is unclear what effect aging, consequences of forgetting, prior knowledge, and task experience have on the strategic control and use of one's metacognitive capabilities. METHODS In the current st...

Today, laypersons often consult the Internet to inform themselves about health-related issues. However, the competent use of these often complex and heterogeneous information provisions cannot be taken for granted, because many Internet users are lacking the necessary metacognitive prerequisites. Therefore, we developed the metacognitive computer-tool met.a.ware, which supports laypersons’ Inte...

Successful learning with advanced learning technologies is based on the premise that learners adaptively regulate their cognitive and metacognitive behaviors during learning. However, there is abundant empirical evidence that suggests that learners typically do not adaptively modify their behavior, thus suggesting that they engage in what is called dysregulated learning. Dysregulated learning i...

• ABSTRACT: This paper proposes the concept of frameworks for meaning construction in written texts, related to the dimensions of people’s experiences expressed in lexicalgrammatical text structure: genre, register, field, tenor and modality. These frameworks are observed in the analysis of a dissertative-argumentative text which does not correspond to any of the expected frameworks for the typ...

A crucial ability for an organism is to orient toward important objects and to ignore temporarily irrelevant objects. Attention provides the perceptual selectivity necessary to filter an overwhelming input of sensory information to allow for efficient object detection. Although much research has examined visual search and the 'template' of attentional set that allows for target detection, the b...

OBJECTIVES To investigate whether metacognitive impairments in self-awareness and self-monitoring occur in patients with frontotemporal dementia (FTD), particularly among those with prominent social and dysexecutive impairments. METHODS Patients diagnosed with FTD were divided by clinical subtype (social-dysexecutive (n = 12) aphasic (n = 15), and constituent subgroups of progressive non-flue...

The success of a learning environment can be measured in terms of improvement in learner performances as well as positive learner engagement in metacognitive traits. A large body of educational technology literature establishes a positive correlation between the application of learning technologies and learner performances. In addressing the other aspect of success, this chapter presents a stud...