
USYD Meta Lab
Welcome to the home of the USYD Meta Lab! We research all things metacognition at the University of Sydney.
Below you can learn more about who we are, what we research, and how we do it.
Our research investigates how individuals monitor and regulate their thoughts and emotions. By employing a blend of experimental methods and individual differences approaches, we explore the mechanisms by which people understand, evaluate, and adaptively modify their internal cognitive and emotional experiences.
At the core of our work is an examination of the fundamental processes underlying metacognition, with a particular emphasis on translating these insights into practical applications within educational and learning contexts. Our interdisciplinary approach bridges cognitive, educational, and affective psychology, drawing from these diverse domains to develop innovative theoretical frameworks of metacognition as well as novel interventions to improve educational outcomes.
By integrating perspectives across psychological disciplines, we aim to provide a comprehensive understanding of how individuals can more effectively monitor their mental processes, ultimately enhancing learning, emotional outcomes, and thinking.
Kit is the Director of the lab. Kit is a Senior Lecturer and Australian Research Council DECRA Fellow in the School of Psychology, University of Sydney. Kit completed his PhD in psychology at the University of Sydney in 2018, and then worked as a Postdoctoral Fellow at Oxford University from 2018-2021
Hilary is a Postdoctoral Researcher in the lab. Hilary completed her PhD in psychology at the University of Sydney in 2018. She worked as a Postdoctoral Research Fellow at Texas A&M University from 2018-2020 and at University College London from 2020-2024.
Self-report measures, such as confidence ratings, are the primary method for measuring metacognition in research settings. Contrary to previous assumptions, our research suggests that providing these ratings can itself influence cognitive performance. This area of study explores the reasons why people react to providing metacognitive ratings, how individual differences impact this reactivity, and the implications for understanding self-assessment's role in learning and education.
This research focuses on emotional self-awareness and regulation. We investigate how individuals monitor and become aware of their emotions, examining the reciprocal relationship between emotion and metacognition. A key area of interest is how people develop metacognitive beliefs about their feelings, such as feeling certain about a specific emotional state or believing that a particular action will definitely generate a desired emotional response.
Efficacy beliefs are judgments about the perceived effectiveness of one's actions. These beliefs significantly influence behaviour by shaping expectations and decision-making. For example, an individual who believes themselves to be an excellent driver might engage in riskier driving behaviours, while someone who perceives themselves as poor at mathematics could be discouraged from pursuing an engineering degree. Our research in this area explores the complex processes of how efficacy beliefs are formed, the mechanisms behind their changes, and why these beliefs often diverge from objective reality.
This research stream investigates the relationship between confidence and decision-making, with a primary focus on improving calibration. Miscalibration can have important implications: overconfidence might lead to inadequate risk preparation, while underconfidence could result in missed opportunities, such as avoiding a potentially profitable investment. Our research explores how confidence impacts decision quality, develops interventions to enhance decision-making calibration, and examines the consequences of miscalibration.
Survey measures of metacognitive monitoring are often false
What Do We Do to Help Others Feel Better? The Eight Strategies of the Regulating Others’ Emotions Scale (ROES)
Reactivity to confidence ratings: Evidence of impaired rule-learning
European Journal of Personality
It’s What I Think You Do That Matters: Comparing Self, Partner, and Shared Perspectives of What a Romantic Partner Does to Regulate Your Emotions
Confidence Judgments Interfere with Perceptual Decision Making
Personality and Individual Differences
Regulating Others’ Emotions: An Exploratory Study of Everyday Extrinsic Emotion Regulation in University Students
Emotion Regulation Efficacy Beliefs: The Outsized Impact of Base Rates
Personality and Individual Differences
Need for cognition predicts the accuracy of affective forecasts
Thinking Skills and Creativity
Do IB Students have Higher Critical Thinking? A Comparison of IB with National Education Programs.
Kit presented on reactivity in a category learning task and Yueting presented her work looking at reactivity in the Tower of Hanoi task
According to an analysis published by The Australian newspaper, Kit has received the most citations in top-20 psychology journals among Australian researchers over the past five years.