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bioRxiv · 10.1101/450346

I know that I don’t know: Structural and functional connectivity underlying meta-ignorance in pre-schoolers

Filevich, E.·Garcia Forlim, C.·Fehrman, C.·Forster, C.·Paulus, M.·Shing, Y. L.·Kuehn, S.
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Abstract

Research Highlights[1] Children develop the ability to report that they do not know something at around five years of age.\n\n[2] Children who could correctly report their own ignorance in a partial-knowledge task showed thicker cortices within medial orbitofrontal cortex.\n\n[3] This region was functionally connected to parts of the default-mode network.\n\n[4] The default-mode network might support the development of correct metacognitive monitoring.\n\nAbstractMetacognition plays a pivotal role in human development. The ability to realize that we do not know something, or meta-ignorance, emerges after approximately five years of age. We aimed at identifying the brain systems that underlie the developmental emergence of this ability in a preschool sample.\n\nTwenty-four children aged between five and six years answered questions under three conditions of a meta-ignorance task twice. In the critical partial knowledge condition, an experimenter first showed two toys to a child, then announced that she would place one of them in a box behind a screen, out of sight from the child. The experimenter then asked the child whether or not she knew which toy was in the box.\n\nChildren who answered correctly both times to the metacognitive question in the partial knowledge condition (n=9) showed greater cortical thickness in a cluster within left medial orbitofrontal cortex than children who did not (n=15). Further, seed-based functional connectivity analyses of the brain during resting state revealed that this region is functionally connected to the medial orbitofrontal gyrus, posterior cingulate gyrus and precuneus, and mid- and inferior temporal gyri.\n\nThis finding suggests that the default mode network, critically through its prefrontal regions, supports introspective processing. It leads to the emergence of metacognitive monitoring allowing children to explicitly report their own ignorance.

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Filevich, E., Garcia Forlim, C., Fehrman, C., Forster, C., Paulus, M., Shing, Y. L., Kuehn, S.. 2018-10-22. I know that I don’t know: Structural and functional connectivity underlying meta-ignorance in pre-schoolers. https://doi.org/10.1101/450346

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