student profile: Mr Kit Double


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Thesis work

Thesis title: Attention, Confidence, and Cognition: Reactivity and Self-Evaluation During Reasoning Tasks

Supervisors: Damian BIRNEY , Michael CAVANAGH

Thesis abstract:

My work explores how attention and confidence interact to produce performance outcomes in reasoning and intelligence tasks and how we can use self-report cues as a mechanism to encourage more effective decision making and performance. My research interests include metacognition, intelligence, confidence, and decision-making. More information about my research can be found on my personal webpage

Selected publications

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Book Chapters

  • Clarke, I., Double, K., MacCann, C. (2017). Rethinking How We Prepare Students for the Workforce. In J. Burrus, K. Mattern, B. Naemi & R. Roberts (Eds.), Building Better Students: Preparation for the Workforce, (pp. 229). Oxford: Oxford University Press.

Journals

  • Double, K., Birney, D., Walker, S. (2017). A meta-analysis and systematic review of reactivity to judgements of learning. Memory. [More Information]
  • Franceschini, S., Trevisan, P., Ronconi, L., Bertoni, S., Colmar, S., Double, K., Facoetti, A., Gori, S. (2017). Action video games improve reading abilities and visual-to-auditory attentional shifting in English-speaking children with dyslexia. Scientific Reports, 7(1), 1-12. [More Information]
  • Double, K., Birney, D. (2017). Are you sure about that? Eliciting confidence ratings may influence performance on Raven's progressive matrices. Thinking and Reasoning, 23(2), 190-206. [More Information]
  • Birney, D., Beckmann, J., Beckmann, N., Double, K. (2017). Beyond the intellect: Complexity and learning trajectories in Raven's Progressive Matrices depend on self-regulatory processes and conative dispositions. Intelligence (Kidlington): a multidisciplinary journal, 61, 63-77. [More Information]
  • Colmar, S., Double, K. (2017). Working memory interventions with children: Classrooms or computers? Journal of Psychologists and Counsellors in Schools, 27(2), 264-277. [More Information]
  • Double, K., Birney, D. (2016). The effects of personality and metacognitive beliefs on cognitive training adherence and performance. Personality and Individual Differences, 102, 7-12. [More Information]

2017

  • Double, K., Birney, D., Walker, S. (2017). A meta-analysis and systematic review of reactivity to judgements of learning. Memory. [More Information]
  • Franceschini, S., Trevisan, P., Ronconi, L., Bertoni, S., Colmar, S., Double, K., Facoetti, A., Gori, S. (2017). Action video games improve reading abilities and visual-to-auditory attentional shifting in English-speaking children with dyslexia. Scientific Reports, 7(1), 1-12. [More Information]
  • Double, K., Birney, D. (2017). Are you sure about that? Eliciting confidence ratings may influence performance on Raven's progressive matrices. Thinking and Reasoning, 23(2), 190-206. [More Information]
  • Birney, D., Beckmann, J., Beckmann, N., Double, K. (2017). Beyond the intellect: Complexity and learning trajectories in Raven's Progressive Matrices depend on self-regulatory processes and conative dispositions. Intelligence (Kidlington): a multidisciplinary journal, 61, 63-77. [More Information]
  • Clarke, I., Double, K., MacCann, C. (2017). Rethinking How We Prepare Students for the Workforce. In J. Burrus, K. Mattern, B. Naemi & R. Roberts (Eds.), Building Better Students: Preparation for the Workforce, (pp. 229). Oxford: Oxford University Press.
  • Colmar, S., Double, K. (2017). Working memory interventions with children: Classrooms or computers? Journal of Psychologists and Counsellors in Schools, 27(2), 264-277. [More Information]

2016

  • Double, K., Birney, D. (2016). The effects of personality and metacognitive beliefs on cognitive training adherence and performance. Personality and Individual Differences, 102, 7-12. [More Information]

Note: This profile is for a student at the University of Sydney. Views presented here are not necessarily those of the University.