The Influence Of Cognitive Offloading And Social Cues On Metacognitive Monitoring

Social Cues generally refer to the cognitive performance or metacognitive monitoring information obtained by individuals from others in the cognitive process.Some studies have shown that social cues are beneficial to senior high school students’ daily life such as peer learning communities,teacher gestures and faces,it can also help students improve their adaptability,attention and academic performance.However,many regions are exploring the use of intelligent devices such as tablets for auxiliary teaching,which inevitably involves cognitive offloading.Cognitive offloading refers to the behavior of reducing the psychological needs of task with the help of physical or external environment.The study found that cognitive offloading can improve individual task performance,but will damage general cognitive abilities such as working memory and lead to overestimation of individual’s own ability,resulting in overconfidence.It is noteworthy that high school students always overestimate their performance.Therefore,cognitive offloading may aggravate this tendency,leading to the "failure" of the influence of social cues on metacognitive monitoring of senior high school students.However,as there are relatively few studies on cognitive offloading,which is mainly aimed at children,college students and adults,there is no research to explore the impact of cognitive offloading on metacognitive monitoring of senior high school students in the context of social cues;At the same time,some studies have confirmed that cognitive effort strategies such as active selection can alleviate overconfidence caused by cognitive offloading,but it is not clear whether this strategy is still effective in the context of social cues.Therefore,the purpose of the study is as follows:(1)To explore the impact of cognitive offloading on metacognition monitoring of senior high school students;(2)To explore how cognitive offloading and social cues work together in the metacognitive monitoring process of senior high school students;(3)To explore whether active choice strategy can regulate the influence of cognitive offloading and social cues on metacognitive monitoring of senior high school students.In experiment 1,160 students were recruited and randomly assigned to four groups by using meaningless generating stimuli,combined with mental rotation and judgment of confidence paradigms.And using auxiliary knob rotation angles of 0 °,30 °,60 ° and 90 ° as the variables of cognitive offloading degree.In the form of simulated subjects,"the choice of the majority" was presented as the social clue variable.Retrospective judgment of confidence(JOC1,JOC2),prospective judgment of confidence(JOC3)and CSE questionnaire scores were used as metacognitive monitoring indicators.The behavior change rate(choice2)was used as metacognitive control indicators;By manipulating cognitive offloading and the degree of offloading in the selection,whether the social cues in the cue are consistent with the subjects’ choices,we can observe the changes of the judgment of confidence and the number of choice changes.The results showed that:(1)The judgment of confidences of the non-offloading group and the low-degree offloading group showed an upward trend after presenting consistent social cues,while the judgment of confidence of the subjects in the medium and high offloading groups did not change significantly,and less changed their own choices;However,the judgment of confidence of the subjects in the non-offloading group,low and moderate offloading group showed a downward trend after presenting inconsistent social cues,while the judgment of confidence of the subjects in the high offloading group still did not change significantly,and less changed their own choices.The results show that high cognitive offloading will make the influence of social cues on metacognitive monitoring of high school students "fail".(2)The JOC3 and CSE scores of the non-offloading group were not significantly different from those of the low-offloading group,and they were significantly lower than those of the moderate offloading group and the high offloading group,while the JOC3 and CSE scores of the moderate and high offloading groups were not significantly different.It shows that even if the subjects are reminded that there is no auxiliary button to help them in the future,the medium and high offloading groups still generate higher forward-looking judgment of confidences than the non-offloading group and the low offloading group.(3)The low-degree offloading group produced higher accuracy and lower judgment of confidence,indicating that low-degree offloading can significantly improve the accuracy of metacognitive monitoring.Experiment 2 introduced the cognitive effort strategy of actively choosing whether to offloading or not.It added active high and active moderate offloading groups as cognitive offloading indicators,80 students from senior high school were randomly assigned to two groups.The result showed that:(1)The number of active offloading in the moderate offloading group was significantly lower than the number of active offloading in the high offloading group,which indicated that the higher the utility of the offloading tool,the easier it was to conduct cognitive offloading.(2)First of all,compared with the high offloading group,the retrospective judgment of confidence of the active high offloading group began to decline and more changed their own choices after presenting inconsistent social clues;Secondly,its prospective metacognitive monitoring also decreased significantly;Finally,the accuracy of its metacognition monitoring was significantly improved.It shows that the active choice strategy can alleviate the "failure" of the influence of social cues triggered by high offloading on the metacognitive monitoring of senior high school students.The results show that:(1)High school students overestimate their future task performance after middle and high cognitive offloading;However,this phenomenon has not been observed after low cognitive offloading.And low cognitive offloading can significantly improve the accuracy of metacognition monitoring of high school students.(2)When high cognitive offloading is carried out,the judgment of confidence of senior high school students will remain a high level,making the influence of social cues on senior high school students’ metacognitive monitoring "fail";However,social cues still have an impact on metacognitive monitoring of senior high school students under the condition of moderate,low cognitive offloading.(3)Firstly,it can significantly improve the accuracy of metacognition monitoring of senior high school students after the introduction of active selection strategy;Secondly,it can alleviate the situation that high school students overestimate their future performance due to cognitive offloading;Finally,it can improve the "failure" of the influence of social cues caused by high offloading on senior high school students’ metacognitive monitoring.