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Reactivity to confidence ratings: evidence of impaired rule-learning.

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Title: Reactivity to confidence ratings: evidence of impaired rule-learning.
Authors: Double, Kit S.1 (AUTHOR) Kit.double@sydney.edu.au, Goldwater, Micah B.1 (AUTHOR), Birney, Damian P.1 (AUTHOR)
Source: Metacognition & Learning. Dec2025, Vol. 20 Issue 1, p1-15. 15p.
Abstract: Recent evidence has shown that eliciting confidence ratings can affect cognitive performance– a so-called reactivity effect. Several mechanisms have been proposed to account for reactivity, but currently there is only indirect evidence about why confidence ratings are reactive. Here, we explore the strategic changes in cognitive processes that occur in response to confidence ratings. Using a category learning paradigm that distinguishes between memorization and rule learning, in a large-sample (N = 710) pre-registered study, we show that eliciting confidence ratings caused a reduction in rule-based learning, even when compared to participants who made judgments of learning that asked them to reflect on their learning during the task as a whole. We argue that confidence ratings promote changes in the strategies participants adopt, driven by a more conservative approach that prioritizes performance over mastery and ultimately hinders rule-based learning and knowledge transfer. [ABSTRACT FROM AUTHOR]
Copyright of Metacognition & Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Reactivity to confidence ratings: evidence of impaired rule-learning.
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  Data: <searchLink fieldCode="JN" term="%22Metacognition+%26+Learning%22">Metacognition & Learning</searchLink>. Dec2025, Vol. 20 Issue 1, p1-15. 15p.
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  Data: Recent evidence has shown that eliciting confidence ratings can affect cognitive performance– a so-called reactivity effect. Several mechanisms have been proposed to account for reactivity, but currently there is only indirect evidence about why confidence ratings are reactive. Here, we explore the strategic changes in cognitive processes that occur in response to confidence ratings. Using a category learning paradigm that distinguishes between memorization and rule learning, in a large-sample (N = 710) pre-registered study, we show that eliciting confidence ratings caused a reduction in rule-based learning, even when compared to participants who made judgments of learning that asked them to reflect on their learning during the task as a whole. We argue that confidence ratings promote changes in the strategies participants adopt, driven by a more conservative approach that prioritizes performance over mastery and ultimately hinders rule-based learning and knowledge transfer. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Metacognition & Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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