Bridging psychiatric and educational metacognition: a perspective on insight and learning

Vollständiger Abstract

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This perspective considers some commonalities across metacognitive disturbances in psychiatric disease insight and teaching metacognitive awareness in learning environments. Psychiatry and educational disciplines developed in parallel, with limited interaction. We argue that there is a relatively unexplored overlap between metacognitive processes during learning skill development in educational settings and addressing pathological, impaired metacognition. We claim that these two challenges can inform each other, leading to a better understanding of the metacognitive brain. The question is particularly interesting from a psychiatric point of view, as altered metacognitive abilities during learning processes and disease insight disturbances crucially influence therapeutic outcomes.