Naslov
METAMEMORY IN STUDENTS WITH NON-ORGANIC INSOMNIA

Autori
Pedić Duić, Paula ; Šimić, Nataša

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
Croatian neuroscience congress e-book of abstracts / - , 2021, 77-77

Skup
8th Croatian Neuroscience Congress

Mjesto i datum
Zagreb, Hrvatska, 24.09.2021. - 25.09.2021

Vrsta sudjelovanja
Poster

Vrsta recenzije
Domaća recenzija

Ključne riječi
non organic insomnia, declarative memory, metamemory

Sažetak
Brain imaging techniques confirmed the involvement of the anterior and ventromedial prefrontal cortex, insula and cingular cortex in the process of metamemory. The role of these areas is not entirely clear, and it is assumed that the insula and cingular cortex provide input on cognitive performance, which the prefrontal cortex integrates into current goals and beliefs thus creating an introspective report of one’s own memory. Research also confirm that people suffering non organic insomnia show reduced activity of the insula, medial prefrontal and cingular cortex which can ultimately affect their executive functions and impaired metamemory. Based on the above, the aim of the study was to examine the correlations between performance in declarative memory tasks and metacognitive assessments on group of university students who suffer from non organic insomnia and group who do not suffer from insomnia. Due to the possibility that metacognitive assessment is not adequately integrated into cognitive performance itself, no significant correlations are expected between performance in declarative memory tasks and metacognitive assessments in group of students with non organic insomnia. This group consisted of 52 participants who achieved a minimum score of 6 points on the Athens Insomnia Scale (criterion for non organic insomnia). The second group consisted of 48 students who did not meet the criteria for non organic insomnia. Both groups had no diagnoses of other sleep disorders or chronic diseases. For the purpose of this research, declarative memory task, which consisted of associative pairing of words, was constructed. Metacognitive assessments were given on a scale of 10% to 100%. The results show that both groups of students calibrated their own memory equally well, as evidenced by significant and high positive correlation between memory and metamemory. No significant differences in the size of correlation coefficients between the two groups were also found.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija

POVEZANOST RADA