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Dennett’s (1981) call to use computational frameworks in philosophical analysis can assist in clarifying the distinction between System-1 and System-2 metacognition. Metacognition has been described as “cognition about cognitive phenomena” (Flavell, 1979) and is renowned for its particularly difficult issues. Understanding its “mysterious mechanisms” (Brown, 1987) has been obscured by the subject’s abstractness and disputed terminology. Computation is uniquely suited to overcome these barriers as it forces definitional clarity. New research is supportive of the Common Model of Cognition as the best candidate for computationally modeling the functional organization of the human brain (Stocco et al., 2021). The Common Model represents a powerful tool for investigating unresolved cognitive issues as it is informed by a convergence of research and is well-defined. We propose that applying the Common Model as a philosophical tool can assist in clarifying the problematic distinction between System-1 and System-2 metacognition.


CogSci 2022

Clarifying Metacognition System 1 &amp; 2 with the Common Model

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AAAI 2026

We are pleased to announce the Fortieth AAAI Conference on Artificial Intelligence (AAAI-26), which will be held in Singapore EXPO from January 20 to January 27, 2026.

Clarifying Metacognition System 1 & 2 with the Common Model

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Join us for CogSci2022! Our 44th Annual Conference will be centered around the theme of diversity, with an accompanying range of keynotes and invited speakers who themselves highlight the diversity of our field. Our three symposia are Cognition across Diverse Populations, Cognition within Diverse Societies, and Global Challenges for Cognitive Science. The conference is being offered in a fully hybrid environment for onsite and online attendees.
 
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The 44th Annual Meeting of the Cognitive Science Society highlighted research on the theme Cognitive Diversity in addition to the full breadth and diversity of research topics offered by the society’s membership. 





The primary phenomenon within the field of collaborative memory is collaborative inhibition: the tendency for collaborative groups to underperform in free recall tasks compared to nominal groups of comparable size. Previously, we adapted the Search of Associative Memory (SAM; Raaijmakers & Shiffrin, 1981) model to collaborative free recall and found support for the retrieval disruption hypothesis (Mannering, Rajaram, Shiffrin, & Jones, 2022). In this paper, we investigate another possible cause of collaborative inhibition: memory homogenization. Previous modeling attempts have shown that memory homogenization may contribute to collaborative inhibition (Luhmann & Rajaram, 2015). In this paper, we prevent SAM models from learning during collaborative retrieval which subsequently prevents memory homogenization. We found that even when SAM model memories remained diversified, collaborative inhibition persisted—though the strength of the effect was diminished. These results suggest that both retrieval disruption and memory homogenization may contribute to collaborative inhibition in SAM.

Modeling the Effect of Learning During Retrieval on Collaborative Inhibition

Metacognition ("thinking about thinking") depends on representations and metarepresentations, which are usually treated as internal knowledge structures, rather than as external-oriented processes. We explore how multimodal patterns of external semiotic activity (not monomodal and internal symbolic-based processes) can provide a more accurate description of metacognition. To develop our ideas, we examine the act of marking-for-self in theatrical dance. To mark is to perform a dance phrase in a simplified, schematic, or abstract way. When marking, dancers use their bodies in motion to represent some aspects (properties, dynamics, or structures) of the complete dance-phrase they are thinking on. Marking-for-self occurs when dancers mark in their own idiosyncratic manner, a process that potentializes real-time reflection on its own dancing sequences and structures. According to our view, these representations are metacognitive embodied and externalized diagrammatic structures. We detail this phenomenon in light of recent developments in Cognitive Semiotics and diagrammatic reasoning approach.

Metacognition and marking-for-self in theatrical dance as a multimodal pattern of semiotic activity

Post-error slowing describes a delayed response in action after error commission. PES is a key metric of error monitoring that individuals possess self-reflective information processing, which is crucial for adaptive behaviour in learning. Studies seeking to ascertain the relationship between learning, feedback and PES remain rare. The current study aims to investigate the role task and feedback played in the magnitude of PES. Participants (N = 487, Mage = 23.77 years, SD = 5.8) performed three cognitive tasks: Flanker, Numeric and Science knowledge task. A 2 (Type of trial) × 3 (Task) × 2 (Feedback) mixed ANOVA estimated by REML was conducted; participant was treated as a random effect. We found a significant PES effect where the post-error RT is slower than the post-correct RT. We also found a significant effect of task, feedback, and Task × Feedback interaction.

Feedback-related and Task-dependent Post-error Slowing

While population-level models often provide a good fit to the data, they may mask meaningful individual differences. Exploring individual differences can also be beneficial for gaining a better understanding of the processes that underlie pragmatic phenomena. In this study, we investigate whether the substantial differences in performance on a pragmatic reference game can be traced back to cognitive or socio-pragmatic traits. We observe a significant effect of the ability to inhibit an intuitive response and of abstract reasoning ability. In contrast, we do not find evidence that socio-pragmatic abilities or working memory capacity influence pragmatic responding.

Individual Differences in a Pragmatic Reference Game

Fundamental concepts in biology are often challenging to understand. More strikingly, studies also report incorrect or incomplete understanding of such concepts for undergraduate natural science students even after instruction. Recent research suggests that embedding conceptual information in a narrative could support students’ learning process and facilitate conceptual change. Therefore, we designed learning materials covering complex concepts in biology either in the form of a narrative presenting the to-be-learned concepts in a historical context or as an expository text as control. We then assessed conceptual understanding and potential learning mechanisms. Results indicate that students learned from narrative texts and expository texts to a similar extent. However, if the prior knowledge was higher, the effect on learning was bigger in the narrative group than in the expository group. Moreover, the narrative led to better enjoyment and a higher germane cognitive load than the expository text material.


The Impact of Prior Knowledge in Narrative-Based Learning on Understanding Biological Concepts in Higher Education

Previous studies have shown that temporal metrics of writing behavior in simple transcription tasks have some potential for use in the assessment of student learning. This study explores whether spatial metrics, specifically the distance between written strokes, may also have potential for the assessment of competence. Students, N=219, copied sets of equations with different spatial layouts and equation complexity. Although students’ level of competence is manifest to an extent in distributions of distance metrics, the effects of spacing are weaker than with temporal metrics. Stimuli format contrary to the standard mathematical spacing formats may differentiate high and low competent students.

Assessment of Mathematical Competence by the Transcriptions of Formulas: An Exploration of Spatial and Temporal Metrics

Many scientists describe themselves metaphorically as a “gardener” or “sculptor” of the undergraduate students in their lab and the students’ own research ideas. Across two preregistered studies (N = 1200), we applied existing methods for mapping the entailments of metaphorical concepts to provide insight into lay conceptions of undergraduate research mentoring. Participants were presented with one of several mentoring metaphors and rated how closely a series of mentor attributes fit the metaphor. Iterated exploratory factor analysis revealed a small set of dimensions along which the metaphors differed systematically, reflecting the mentor’s role as a nurturer, authority figure, communicator, and collaborator. The metaphors were also associated with different intuitions about mentors’ responsibility for and power to influence student learning in the lab. Our findings show that mentoring metaphors capture distinct mentor attribute profiles, with implications for how scientists understand and communicate the value of their mentoring approach to their students.


Mapping the Structure of Metaphorical Concepts of Undergraduate Research Mentoring

The comprehension of counterfactual statements (‘If there had been zebras, there would have been lions’) has been subject to much research, but two key questions remain: Can comprehenders interpret counterfactuals without relying on causal inferences? And can comprehenders reach the actual state interpretation relying only on grammatical cues, or is this interpretation triggered by communicative goals? We answer these questions by relying on non-causal counterfactuals, and by manipulating the Question under Discussion between experiments: In Exp. 1, we replicate Orenes et al. (2019), using a web-based eye-tracking paradigm. In Exp. 2, we make the QuD explicit by asking about the actual state of affairs. The results reveal that making a contextually relevant alternative explicit via the QuD shifts counterfactual interpretation, but in general, the suppositional state interpretation is preferred in non-causal counterfactuals. These results imply that the driving forces behind counterfactual processing are pragmatic, not syntactic.

Making the Question Under Discussion explicit shis counterfactual interpretation

When Arabic speakers write in their dialect, they have the choice of using either the standard Arabic script or the non-standard Roman script. Arabizi writing is a new emerging writing system that Arabic speakers use to type their dialects utilizing Roman characters. Although Arabizi is not standardized, people have developed an efficient way to communicate through it. One phenomenon that emerged with this new system is vowel dropping. In this paper, we approach this phenomenon from the perspective of communicative efficiency. We study the informativity of short and long spellings of words and investigate whether the predictability of the word in certain contexts impacts whether the vowel is dropped in that word.

The efficiency of dropping vowels in Romanised Arabic script

Different domains exhibit different degrees of lexical precision. Existing work has suggested that communicative need may modulate the precision of word meaning in individual domains. We extend this proposal across domains by asking why languages have more precise vocabulary in some domains than others. We hypothesize that lexical precision for a domain reflects how frequently speakers need to refer to it. We test this proposal using a cross-linguistic dataset of word-concept mappings for nine diverse domains from seven languages, and word frequencies from independent corpora. We find that the more frequent domains (except for kinship) tend to be more precise in every language, supporting a domain-level account of efficient communication on the precision of the lexicon.

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Modeling the Effect of Learning During Retrieval on Collaborative Inhibition

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