The role of interference in metacognitive monitoring
Abstract
Recent advancements in neuropsychology have initiated theoretical advancements in cognitive psychology, particularly concerning the constructs of interference and metacognition. These constructs share similar cognitive functioning and this study investigated the relationship between them. It was expected that students with higher monitoring ability would demonstrate lower susceptibility to interference. Students from undergraduate Educational Psychology classes were administered three tests: two measures of interference, and one measure of metacognitive monitoring ability. Variables from the Wisconsin Card Sort Test (WCST) and the Stroop Color and Word Test (SCWT) measured susceptibility to interference. A monitoring task applied to a math aptitude test was used to measure monitoring ability. Pearson-product correlations showed no relationship among the interference measures and monitoring ability. Furthermore, there was no relationship among the interference component: scores and monitoring ability. The results of this study are also inconsistent with previous research concerning monitoring and math score prediction. Results showed no difference between the monitoring and non-monitoring groups in ability to predict math scores.