Uncertainty is an element of many decision-making tasks and inherently compromises performance. Research has found only equivocal evidence that uncertainty representations—displays that explicitly denote data quality—offset the performance costs of uncertainty. As yet, though, no work has examined the potential benefits of uncertainty displays to metacognition, display readers’ ability to assess the quality of their own decision-making processes. The current study examined the benefits of uncertainty visualization to first-order (Type 1) and metacognitive (Type 2) sensitivity in a spatial judgment task. Data revealed only small improvements in Type 1 and Type 2 sensitivity with visualized uncertainty displays, and gave no evidence of disproportionate gains to metacognition.

The recent outpouring of testimonies about teenage sexual assault has reinvigorated calls for improved education on sexual consent. Better understanding the approach, content and delivery of these programmes is key to informing best practice. In this paper, we systematically searched for peer-reviewed articles on programmes in education settings for young people aged 15-29 that purport to teach sexual consent, with 18 meeting the inclusion criteria. Nearly all reviewed programmes were implemented in the USA (n=16) in university settings (n=15), with short-term duration (1-2-hour sessions), with varied facilitators and interactive teaching strategies. Thematic analysis identified four main approaches to sexual consent education, some of which were interwoven within programmes: risky behaviour, sex-positive, life skills, and socio-culturally adapted. In line with existing research into best practice in sex and relationship education, we recommend that consent education programmes take a sex-positive and whole-school approach, are interactive and inclusive, and facilitate critical analysis of how experiences of consensual and non-consensual sexual activity are connected to socio-structural forces within socio-cultural contexts. Future research should evaluate a larger number of programmes and ensure consistent measurements of programme outcomes on young people, whilst taking account of complex social systems and their shifting influence on consent.

Meta-reasoning requires monitoring and controlling one’s reasoning processes, and it often begins with an assessment of problem solvability. We explored whether Judgments of Solvability (JOS) for solvable and unsolvable anagrams discriminate and predict later problem-solving outcomes once anagrams solved during the JOS task are excluded. We also examined whether providing training via longer-duration anagrams improves JOS discrimination and predictiveness. In a two-phase paradigm, participants judged each anagram as solvable, not solvable, or already solved (S, NS, AS; JOS phase) then later attempted to solve the anagrams within 45 s (solving phase). Anagrams were presented in 4 blocks. In the training groups, anagram duration started at 16 s and halved across blocks, whereas in the no-training groups anagram duration was always 2 s. Participants’ S JOSs typically were discriminating after excluding anagrams that received AS JOSs, but training did not lead to better discrimination in the final block. Training improved AS JOS predictiveness, but not S JOS predictiveness. Thus, training increased solving during the JOS task rather than increasing JOS predictiveness. In Experiment 3 these findings replicated when both solvable and unsolvable anagrams were presented in the solving phase and no response deadline was set. Here, problem-solving outcomes and effort regulation (i.e., response times) were predicted by AS and NS JOSs, but not by S JOSs. Overall, although S JOSs were discriminating, they were not predictive of later problem solving or effort regulation—and this was true even after training with longer-duration anagrams.