Wisdom reconsidered: A dynamic network account of metacognition and complex thought.
Bibliographic record
Abstract
= 499), using event-reconstruction sampling to gather autobiographical reflections on adverse experiences. Participants evaluated their use of four core metacognitive features of wisdom: intellectual humility, recognition of uncertainty and change, perspective taking, and search for a compromise. Our findings challenge prevailing static models and supported a dynamic, context-sensitive account. A network model outperformed latent factor models, suggesting that wisdom comprises interrelated but distinct features rather than a unitary construct. The perceived relevance and use of these features varied across situations and showed lower temporal stability than personality traits or well-being, undermining assumptions of cross-situational consistency. Within-person and between-person patterns also diverged, violating isomorphism. Notably, individuals who reported higher-than-usual self-distancing and distress at one time point also reported elevated levels of wisdom-related features 3 months later, a pattern not observed for other proposed moderators such as social support or subjective appraisals. Together, these findings offer a revised understanding of wisdom and complex thought-as dynamic, context-sensitive processes, rather than fixed traits. Our findings carry implications for the ontological status of wisdom-related constructs and underscore the importance of longitudinal research and more precise temporal claims in psychological science. (PsycInfo Database Record (c) 2025 APA, all rights reserved).
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".