Please use this identifier to cite or link to this item:
http://hdl.handle.net/1893/32111
Appears in Collections: | Psychology eTheses |
Title: | Who knows what they know? An experimental investigation into the impact of explicit metacognition on cumulative cultural evolution |
Author(s): | Dunstone, Juliet A F |
Supervisor(s): | Caldwell, C A Atkinson, Mark Grainger, Catherine |
Keywords: | cumulative culture metacognition cultural evolution dual task dual processing theory of mind |
Issue Date: | 23-Oct-2020 |
Publisher: | University of Stirling |
Citation: | Dunstone, J., and Caldwell, C.A., (2018) Cumulative culture and explicit metacognition: A review of theories, evidence, and key predictions. Palgrave Communications, 4(1), 145 Dunstone, J., Atkinson, M., Grainger, C., Renner, E., & Caldwell, C. A. (2020, August 25). Flexible social learning strategies are harder than the sum of their parts. https://doi.org/10.31234/osf.io/xcyu9 |
Abstract: | This thesis aims to investigate the cognitive mechanisms underlying human cumulative culture using a novel testing paradigm. Specifically, it experimentally tests the proposal that explicit, metacognitive processes are a requisite capacity for cumulative cultural evolution due to their facilitation of selective copying strategies. This proposal is referred to as the Explicitly Metacognitive Cumulative Culture hypothesis (EMCC, chapter 1). The experimental paradigm used throughout the four studies presented in this thesis aimed to restrict access to explicit, metacognitive processes via the use of dual-tasks. In chapter 2 a series of studies examined the role of task-switching in simple search tasks that required flexible strategies in order to be solved successfully. The final study in chapter 2 also looked at the impact of the same task-switching task on metacognitive monitoring. In chapter 3 the impact of working-memory restriction on selective copying strategies and cumulative score improvement, as well as metacognitive monitoring, was examined. Overall the findings from this thesis indicate that working memory resources may play a role in facilitating efficient, selective copying strategies. Optimal use of selective strategies resulted in ratcheting over generations, but the addition of concurrent tasks reduced this ratcheting. Metacognitive monitoring did not appear to be affected by a concurrent dual-task. However, there was some indication that metacognitive control strategies could play a role in selective copying, which may not have been tapped by the metacognitive monitoring task. The novel methods used throughout this thesis have laid important groundwork for future empirical testing of this hypothesis, and the final chapter considers the new research opportunities opened up by these studies. |
Type: | Thesis or Dissertation |
URI: | http://hdl.handle.net/1893/32111 |
Files in This Item:
File | Description | Size | Format | |
---|---|---|---|---|
Dunstone_thesis_Who_knows_what_they_know.pdf | 5.96 MB | Adobe PDF | View/Open |
This item is protected by original copyright |
Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.
The metadata of the records in the Repository are available under the CC0 public domain dedication: No Rights Reserved https://creativecommons.org/publicdomain/zero/1.0/
If you believe that any material held in STORRE infringes copyright, please contact library@stir.ac.uk providing details and we will remove the Work from public display in STORRE and investigate your claim.