Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/31669
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dc.contributor.authorNicholson, Tobyen_UK
dc.contributor.authorWilliams, David Men_UK
dc.contributor.authorLind, Sophie Een_UK
dc.contributor.authorGrainger, Catherineen_UK
dc.contributor.authorCarruthers, Peteren_UK
dc.date.accessioned2020-09-16T00:00:18Z-
dc.date.available2020-09-16T00:00:18Z-
dc.date.issued2020-09-10en_UK
dc.identifier.urihttp://hdl.handle.net/1893/31669-
dc.description.abstractQuestions of how we know our own and other minds, and whether metacognition and mindreading rely on the same processes, are longstanding in psychology and philosophy. In Experiment 1, children/adolescents with autism (who tend to show attenuated mindreading) showed significantly lower accuracy on an explicit metacognition task than neurotypical children/adolescents, but not on an allegedly metacognitive implicit one. In Experiment 2, neurotypical adults completed these tasks in a single-task condition or a dual-task condition that required concurrent completion of a secondary task that tapped mindreading. Metacognitive accuracy was significantly diminished by the dual-mindreading-task on the explicit task but not the implicit task. In Experiment 3, we included additional dual-tasks to rule out the possibility that any secondary task (regardless of whether it required mindreading) would diminish metacognitive accuracy. Finally, in both Experiments 1 and 2, metacognitive accuracy on the explicit task, but not the implicit task, was associated significantly with performance on a measure of mindreading ability. These results suggest that explicit metacognitive tasks (used frequently to measure metacognition in humans) share metarepresentational processing resources with mindreading, whereas implicit tasks (which are claimed by some comparative psychologists to measure metacognition in nonhuman animals) do not.en_UK
dc.language.isoenen_UK
dc.publisherAmerican Psychological Association (APA)en_UK
dc.relationNicholson T, Williams DM, Lind SE, Grainger C & Carruthers P (2020) Linking metacognition and mindreading: Evidence from autism and dual-task investigations.. Journal of Experimental Psychology: General. https://doi.org/10.1037/xge0000878en_UK
dc.rightsThis article has been published under the terms of the Creative Com-mons Attribution License (http://creativecommons.org/licenses/by/3.0/),which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Copyright for this article is retained by the author(s). Author(s) grant(s) the American Psychological Association the exclusive right to publish the article and identify itself as the original publisher.en_UK
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/en_UK
dc.subjectautism spectrum disorderen_UK
dc.subjectmetacognitionen_UK
dc.subjectmindreadingen_UK
dc.subjectdual-tasken_UK
dc.subjecttheory of minden_UK
dc.titleLinking metacognition and mindreading: Evidence from autism and dual-task investigations.en_UK
dc.typeJournal Articleen_UK
dc.identifier.doi10.1037/xge0000878en_UK
dc.identifier.pmid32915016en_UK
dc.citation.jtitleJournal of Experimental Psychology: Generalen_UK
dc.citation.issn1939-2222en_UK
dc.citation.issn0096-3445en_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusVoR - Version of Recorden_UK
dc.contributor.funderEconomic and Social Research Councilen_UK
dc.author.emailcatherine.grainger@stir.ac.uken_UK
dc.citation.date10/09/2020en_UK
dc.description.notesOutput Status: Forthcoming/Available Onlineen_UK
dc.contributor.affiliationUniversity of Kenten_UK
dc.contributor.affiliationUniversity of Kenten_UK
dc.contributor.affiliationCity University Londonen_UK
dc.contributor.affiliationPsychologyen_UK
dc.contributor.affiliationUniversity of Marylanden_UK
dc.identifier.scopusid2-s2.0-85090584398en_UK
dc.identifier.wtid1660668en_UK
dc.contributor.orcid0000-0001-7506-6176en_UK
dc.date.accepted2020-03-31en_UK
dc.date.filedepositdate2020-09-11en_UK
Appears in Collections:Psychology Journal Articles

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