Awareness of Deficits in Traumatic Brain Injury: A Multidimensional Approach to Assessing Metacognitive Knowledge and Online-Awareness
Citation:
O'Keeffe, F., Dockree, P., Moloney, P., Carton, S., Robertson, I. H., `Awareness of Deficits in Traumatic Brain Injury: A Multidimensional Approach to Assessing Metacognitive Knowledge and Online-Awareness? in Journal of the International Neuropsychological Society, 13, (1), 2007, pp 59 - 70Download Item:
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Abstract:
Recent models of impaired awareness in brain injury draw a distinction between metacognitive knowledge of
difficulties and online awareness of errors (emergent and anticipatory). We examined performance of 31 Traumatic
Brain Injury (TBI) participants and 31 healthy controls using a three-strand approach to assessing awareness.
Metacognitive knowledge was assessed with an awareness interview and discrepancy scores on three
questionnaires?Patient Competency Rating Scale, Frontal Systems Behavioral Scale and the Cognitive Failures
Questionnaire. Online Emergent Awareness was assessed using an online error-monitoring task while participants
performed tasks of sustained attention. Online anticipatory awareness was examined using prediction performance
on two cognitive tasks. Results indicated that the TBI Low Self-Awareness (SA) group and High SA group did not
differ in terms of severity, chronicity or standard neuropsychological tasks but those with Low SA were more likely
to exhibit disinhibition, interpersonal problems and more difficulties in total competency. Sustained attention
abilities were associated with both types of online awareness (emergent and anticipatory). There was a strong
relationship between online emergent and online anticipatory awareness. Metacognitive knowledge did not correlate
with the other two measures. This study highlights the necessity in adopting a multidimensional approach to
assessing the multifaceted phenomenon of awareness of deficits. (JINS, 2007, 13, 38?49.)
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Grant Number
Irish Research Council for Humanities and Social Sciences
Higher Education Authority
Author's Homepage:
http://people.tcd.ie/irobertshttp://people.tcd.ie/dockreep
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PUBLISHED
Author: ROBERTSON, IAN; DOCKREE, PAUL MICHAEL
Publisher:
Cambridge University PressType of material:
Journal ArticleCollections:
Series/Report no:
Journal of the International Neuropsychological Society13
1
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