In well-known demonstrations of lexical prediction during language comprehension, pre-nominal articles that mismatch a likely upcoming noun's gender elicit different neural activity than matching articles. However, theories differ on what this pre-nominal prediction effect means and on what is being predicted. Does it reflect mismatch with a predicted article, or 'merely' revision of the noun prediction? We contrasted the 'article prediction mismatch' hypothesis and the 'noun prediction revision' hypothesis in two ERP experiments on Dutch mini-story comprehension, with pre-registered data collection and analyses. We capitalized on the Dutch gender system, which marks gender on definite articles ('de/het') but not on indefinite articles ('een'). If articles themselves are predicted, mismatching gender should have little effect when readers expected an indefinite article without gender marking. Participants read contexts that strongly suggested either a definite or indefinite noun phrase as its best continuation, followed by a definite noun phrase with the expected noun or an unexpected, different gender noun phrase ('het boek/de roman', the book/the novel). Experiment 1 (N = 48) showed a pre-nominal prediction effect, but evidence for the article prediction mismatch hypothesis was inconclusive. Informed by exploratory analyses and power analyses, direct replication Experiment 2 (N = 80) yielded evidence for article prediction mismatch at a newly pre-registered occipital region-of-interest. However, at frontal and posterior channels, unexpectedly definite articles also elicited a gender-mismatch effect, and this support for the noun prediction revision hypothesis was further strengthened by exploratory analyses: ERPs elicited by gender-mismatching articles correlated with incurred constraint towards a new noun (next-word entropy), and N400s for initially unpredictable nouns decreased when articles made them more predictable. By demonstrating its dual nature, our results reconcile two prevalent explanations of the pre-nominal prediction effect. review, see Van Petten & Luka, 2012). Arguably the strongest evidence for word anticipation comes from studies using pre-nominal manipulations, which measured behavioral or neural responses to an article or adjective appearing before a noun (for review, see Kutas, DeLong, & Smith, 2011; Pickering & Gambi, 2018; Van Berkum, 2009). Most studies of this type use gender-marking of pre-nominal articles, such as in Spanish and Dutch, and report differential event-related potential (ERP) responses to articles that mismatch the gender of a highly predictable noun, compared with gender-matching articles (e.g., for Dutch, Otten &

Metacognition comprises both the ability to be aware of one’s cognitive processes (metacognitive knowledge) and to regulate them (metacognitive control). Research in educational sciences has amassed a large body of evidence on the importance of metacognition in learning and academic achievement. More recently, metacognition has been studied from experimental and cognitive neuroscience perspectives. This research has started to identify brain regions that encode metacognitive processes. However, the educational and neuroscience disciplines have largely developed separately with little exchange and communication. In this article, we review the literature on metacognition in educational and cognitive neuroscience and identify entry points for synthesis. We argue that to improve our understanding of metacognition, future research needs to (i) investigate the degree to which different protocols relate to the similar or different metacognitive constructs and processes, (ii) implement experiments to identify neural substrates necessary for metacognition based on protocols used in educational sciences, (iii) study the effects of training metacognitive knowledge in the brain, and (iv) perform developmental research in the metacognitive brain and compare it with the existing developmental literature from educational sciences regarding the domain-generality of metacognition.

Deploying Learning Analytics that significantly improve learning outcomes remains a challenge. Motivation has been found to be related to academic achievement and is argued to play an essential role in efficient learning. We developed a Learning Analytics dashboard and designed an intervention that relies on goal orientation and social comparison. Subjects can see a prediction of their final grade in a course as well as how they perform in comparison to classmates with similar goal grades. Those with access to the dashboard ended up more motivated than those without access, outperformed their peers as the course progressed and achieved higher final grades. Our results indicate that learner-oriented dashboards are technically feasible and may have tangible benefits for learners.

People sometimes anticipate specific words during language comprehension. Consistent with word anticipation, pre-nominal articles elicit differential neural activity when they mismatch the gender of a predictable noun compared with when they match. However, the functional significance of this pre-nominal effect is unclear: Do people only predict the noun or do they predict the entire article-noun combination? We addressed this question in an eventrelated potential study (N=48) with pre-registered data acquisition and analyses, capitalizing on gender-marking on Dutch definite articles and the lack thereof on indefinite articles. Participants read mini-story contexts that strongly suggested either a definite or indefinite noun phrase (e.g., 'het/een boek', the/a book) as its best continuation, followed by a definite noun phrase with the expected noun or an unexpected, different gender noun ('het boek/de roman', the book/the novel). We observed an enhanced negativity (N400) for articles that were unexpectedly definite or mismatched the expected gender, with the former effect being strongest. Pre-registered analyses and exploratory Bayesian analyses did not yield convincing evidence that the effect of gender-mismatch depended on expected definiteness. While prediction of article form cannot be excluded, it may not be required to elicit pre-nominal effects.

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