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Unlabelled: Why do experimenters give subjects short breaks in long behavioral experiments? Whereas previous studies suggest it is difficult to maintain attention and vigilance over long periods of time, it is unclear precisely what mechanisms benefit from rest after short experimental blocks. Here, we evaluate decline in both perceptual performance and metacognitive sensitivity (i.e., how well confidence ratings track perceptual decision accuracy) over time and investigate whether characteristics of prefrontal cortical areas correlate with these measures. Whereas a single-process signal detection model predicts that these two forms of fatigue should be strongly positively correlated, a dual-process model predicts that rates of decline may dissociate. Here, we show that these measures consistently exhibited negative or near-zero correlations, as if engaged in a trade-off relationship, suggesting that different mechanisms contribute to perceptual and metacognitive decisions. Despite this dissociation, the two mechanisms likely depend on common resources, which could explain their trade-off relationship. Based on structural MRI brain images of individual human subjects, we assessed gray matter volume in the frontal polar area, a region that has been linked to visual metacognition. Variability of frontal polar volume correlated with individual differences in behavior, indicating the region may play a role in supplying common resources for both perceptual and metacognitive vigilance. Additional experiments revealed that reduced metacognitive demand led to superior perceptual vigilance, providing further support for this hypothesis. Overall, results indicate that during breaks between short blocks, it is the higher-level perceptual decision mechanisms, rather than lower-level sensory machinery, that benefit most from rest.
Significance Statement: Perceptual task performance declines over time (the so-called vigilance decrement), but the relationship between vigilance in perception and metacognition has not yet been explored in depth. Here, we show that patterns in perceptual and metacognitive vigilance do not follow the pattern predicted by a previously suggested single-process model of perceptual and metacognitive decision making. We account for these findings by showing that regions of anterior prefrontal cortex (aPFC) previously associated with visual metacognition are also associated with perceptual vigilance. We also show that relieving metacognitive task demand improves perceptual vigilance, suggesting that aPFC may house a limited cognitive resource that contributes to both metacognition and perceptual vigilance. These findings advance our understanding of the mechanisms and dynamics of perceptual metacognition.
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http://dx.doi.org/10.1523/JNEUROSCI.2271-13.2016 | DOI Listing |
Neuropsychologia
August 2025
Department of Psychology, University of Amsterdam, Amsterdam, the Netherlands; Center for Adaptive Rationality, Max Planck Institute for Human Development, Berlin, Germany.
Metacognition, the ability to reflect and regulate one's cognitive processes, has been shown to play a role in various aspects of life, particularly in academic settings. While important steps have been made in uncovering the neural basis of metacognition for highly specific domains (such as perceptual and mnemonic decision-making), little is known about how these findings relate to general forms of metacognition relevant in education. In this study, we use a data-driven approach to (i) identify brain regions associated with metacognition in education, and (ii) investigate the issue of domain-generality and to what extent these brain regions overlap with regions involved in metacognition in the context of specific decision-making tasks used in cognitive neuroscience.
View Article and Find Full Text PDFSci Rep
August 2025
Vision Action Cognition, Université Paris Cité, 92100, Boulogne-Billancourt, France.
Humans continuously decide where to look to gather task-relevant information. While affective rewards such as money are known to bias gaze direction, it remains unclear whether non-affective informational value can similarly shape oculomotor decisions. Here, we modulated the availability of task-relevant visual information at saccade targets by probabilistically varying its presentation duration, in a perceptual judgment task performed by human participants.
View Article and Find Full Text PDFNeurosci Conscious
August 2025
Philipps-Universität Marburg, Fachbereich Psychologie, AG Sensomotorisches Lernen, Gutenbergstr. 18, Marburg, 35032, Germany.
Previous studies examining confidence in perceptual completion in vision showed that observers can be unaware of missing sensory information and be even more confident in perceptually completed stimuli than veridical stimuli. In the current study, we aimed to investigate if auditory filling-in mechanisms would result in similar confidence biases. In two separate experiments, participants listened to continuous (uninterrupted) or discontinuous (interrupted) tones that were accompanied by noise.
View Article and Find Full Text PDFDev Cogn Neurosci
August 2025
Department of Developmental Psychology, University of Amsterdam, Amsterdam, the Netherlands.
Adolescence is a period of social re-orientation, with studies suggesting that adolescents may be more sensitive to peer influence than other age groups. A clearer understanding of the dynamics and development of peer influence during adolescence is therefore particularly pertinent. In this study, we compared the cognitive and neural processes underlying social learning in adolescents (12-18 years) and adults (22-45 years), focusing on how uncertainty influences social information use.
View Article and Find Full Text PDFNeurosci Conscious
August 2025
Graduation School of Letters, Kyoto University, Yoshidahonmachi, Sakyo Ward, Kyoto 606-8501, Japan.
Recent studies on brief scene perception have revealed that adults discriminate between what they see and do not see in a photograph with varying degrees of confidence. In this study, we attempt to extend previous studies by asking if these perceptual/cognitive abilities are already established in preschool and school-aged children. In Experiment 1 ( = 122) and 2 ( = 205, registered report), using an online experiment, we briefly presented a natural scene (267 ms in Experiment 1 and 133 ms in Experiment 2) to participants and, subsequently, asked them if a small patch was included in the original scene.
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