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ObjectiveTo analyze the current research status， research hotspots and main features of the literature related to metacognitive therapy and metacognitive training， and to explore the similarities and differences in research approaches of the two intervention techniques and their research directions in the future. MethodsCitespace-based visualization analysis was carried out on the relevant literature of "metacognitive therapy" and "metacognitive training" published in 2011-2020 in the Web of Science database. Results① Adrian Wells was the core author and the author of highly cited papers in the research field of metacognitive therapy. Steffen Moritz is the core author and the author of highly cited papers in the research field of metacognitive training. Aaron T Beck was a highly cited researcher in both fields. ② The analysis of research hotspots showed that the two intervention techniques were mainly reflected in the "maturity and expansion of techniques"， "the evaluation and testing of the effects of techniques" and "the comparative analysis of techniques". ③ The key literature characteristics analysis showed that both techniques involved the aspects of "effectiveness"， "validity"， "meta-analysis" and "variation". ConclusionBoth metacognitive therapy and metacognitive training studies in 2011-2020 highlight their respective core researchers， with similarities and distinctive features in terms of research hotspots and key literature features.
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Objective To explore the feasibility and efficiency of metacognitive training (MCT) in inpatients with schizophrenia,as well as the short-term effects of metacognitive training on symptoms,cognitive function,and insight.Methods Sixty inpatients that met the DSM-Ⅳ criteria for schizophrenia were randomly assigned to either MCT (research group,n =30) or an active controlled intervention (control group,n =30).Positive and Negative Syndrome Scale (PANSS),Schizophrenia Cognition Rating Scale (SCoRS),Insight and Treatment Attitude Questionnaire(ITAQ) and beads task are assessed at baseline and after completion of the training.Results After treatment,the scores of the two groups in PANSS,SCoRS,ITAQ and the bead task were significantly improved(P＜0.05).The improvement of positive symptoms,cognitive function and insight in research group (12.8 ± 4.2,31.7 ± 13.9,9.2 ± 6.1 respectively) was significantly better than that in control group (15.6±5.9,38.1± 18.1,5.5±5.8 respectively),and the difference was statistically significant (P＜ 0.05).Conclusion Metacognitive training can effectively improve the clinical symptoms,cognitive function and insight for inpatients with schizophrenia.
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La autorregulación es un componente de la metacognición que se relaciona con el aprendizaje eficaz. Esto puede ser especialmente relevante en entornos de desventaja social. Por ello, los objetivos de este trabajo son: (a) comprobar si la enseñanza de estrategias de autorregulación a niños pequeños con desventaja social, mejora sus habilidades de resolución de tareas; (b) evaluar la eficacia de un programa de enseñanza de estrategias de autorregulación, desde la perspectiva del profesorado. Se trabajó con una muestra de 43 sujetos con edades comprendidas entre 5 y 7 años. Los resultados indican que existen mejoras significativas, antes-después de la aplicación del programa, en habilidades: atencionales, de planificación manifiesta guiada y autónoma, de planificación encubierta y de autoevaluación en la resolución de problemas cognitivos y sociales. Paralelamente, el profesorado considera que el programa ha mejorado, en sus alumn os: los niveles atencionales y la generalización de las estrategias a otras actividades curriculares. En consecuencia, se considera, al programa de enseñanza en estrategias de autorregulación, una herramienta efectiva y motivadora para la docencia en entor nos de compensación educativa (niños pequeños en desventaja social).
Self-regulation is a component of metacognition that is related to effective learning. This may be especially relevant in social disadvantaged environments. The objectives of this work are: (a) To check whether the teaching of self-regulation strategies to young children with social disadvantage, improves their problem solving skills; (b) To evaluate the effectiveness of a self-regulation strategies teaching program from the teachers' perspective. For this purpose, a sample of 43 subjects aged between 5 and 7 was used. The results indicate that there are significant differences in skills involving attention, guided and autonomous state planning, covert planning and self-evaluation in cognitive and social problem-solving. Similarly, teachers consider that the program improved attention levels and generalization of strategies towards other curricular activities in their pupils. Consequently, the self-regulation strategies teaching program is considered as an effective and motivating tool for teaching in compensatory education environments (socially disadvantaged children).