Monitoring and controlling one’s own learning process objectively is essential for improving one’s learning abilities. This ability, often referred to as “learning to learn” or “metacognition,” has been studied in educational psychology. Owing to the tight coupling between the higher meta-level and the lower object-level cognitive systems, a conventional reduction approach has difficulty understanding the neural basis of metacognition. To overcome this limitation, the researchers employed a novel research approach where they compared the metacognition of artificial intelligence (AI) to that of humans.
First, they demonstrated that the metacognitive system of AI, which aims to maximize rewards and minimize punishments, can effectively regulate learning speed and memory retention in response to the environment and task. Second, they demonstrated the metacognitive behavior of human…
