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...

Major depression is predicted to become the single leading cause of disease burden in 2030 and is associated with premature death [1]. Cognitive-behavioral therapy (CBT) is a highly recommended treatment for depression with proven efficacy [2-4], but only 40–58% of patients recover and only between one-third and one-quarter remain so 18 months after treatment [5-7]. Metacognitive therapy (MCT) ...

Introduction: Although the effect of educational methods on executive function (EF) is well known, training this function by a playful method is debatable. The current study aimed at investigating if a play-based intervention is effective on metacognitive and behavioral skills of EF in students with specific learning disabilities. Methods: In the current randomized, clinical trial, 49 subjects...

How do we learn to think better, and what can we do to promote such metacognitive learning? Here, we propose that cognitive growth proceeds through metacognitive reinforcement learning. We apply this theory to model how people learn how far to plan ahead and test its predictions about the speed of metacognitive learning in two experiments. In the first experiment, we find that our model can dis...

Behavioral science is increasingly considered foundational for addressing various sustainable development challenges. change and action competence have also become important goals in Education Sustainable Development (ESD), complementing interacting with other educational such as the of sustainability-relevant knowledge, skills, values, attitudes. We argue that these interconnected learning ESD...