Basile, A., Toplak, M. E., & Andrade, B. F. (2018). Using metacognitive methods to examine emotion recognition in children with ADHD. Journal of attention disorders, 1087054718808602.
This study investigates the use of metacognitive methods in examining emotion recognition in children with Attention Deficit Hyperactivity Disorder and comparing their confidence accuracy associations to that of typically developing children (TD). The researchers in this article point out that indeed, as children are always encouraged to read tests in schools carefully, they should also critically attend to facial and social cues before initiating an action or response. However, research from cognitive development studies indicates that in relation to their actual performance, children tend to be overly confident in their performance on various tasks such as learning and metmemory. Nonetheless, for children with ADHD, the awareness confidence in competency levels and abilities is less displayed. Previous research studies have also indicated that such children tend to overestimate themselves relative to their actual social and academic performance as rated by their teachers and parents. As such, this study expands on the existing literature by comparing the accuracy, perception of confidence, and a metacognitive index of resolution in children with attention deficit hyperactivity disorder (ADHD).