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1.
The current study investigated kindergarteners and second graders’ ability to monitor and evaluate their own and a virtual peer’s performance in a paired-associate learning task. Participants provided confidence judgments (CJs) for their own responses and performance-based judgments (judgments provided after receiving feedback on their performance) for both their own and a virtual peer’s responses. For the performance-based judgments, children were confronted with their own or the peer’s answer as well as the correct answer. Additionally, participants were asked to credit their own and the peer’s correct and incorrect answers while facing feedback. Results indicate an age-related progression in metacognitive monitoring skills, with second graders differentiating more strongly in their confidence judgments between correct and incorrect responses compared to kindergarteners. Regarding performance-based judgments, children of both age groups provided higher judgments for correctly compared to incorrectly recognized items as well as for their own responses in comparison to the responses of the unknown child. Similarly, when crediting, participants of both age groups gave more credits for correct recognition than for incorrect recognition and for their own responses than for the peer’s responses. The significant interaction between age group and recognition accuracy for the crediting shows that second graders gave more credits for correctly recognized items while kindergarteners gave more credits for incorrect answers than the older children – primarily for their own incorrect answers. In conclusion, the study provides new insights into 6- and 8-year-olds’ evaluations of their own and an unknown child’s performance in a paired-associate learning task by showing that children of both age groups generally judged and credited responses in their own favor. These results add to our understanding of biases in children’s performance evaluations, including metacognitive judgments and judgments provided after receiving feedback.  相似文献   

2.
The relationship between phonological awareness and musical aptitude in pre‐school children was examined. In Experiment 1, Turkish children, and in Experiment 2, American children performed various phoneme deletion tasks with words in their respective native languages and with pseudo‐words. They also did initial and final tone deletion tasks with snippets of melodies. Because none of these children knew how to read, both tasks were presumed to depend largely on pure auditory skills. In general, success in the different phoneme deletion tasks reflected the characteristics of the specific languages with which the children were familiar. In addition, in both experiments, children in the high musical aptitude group did much better on all tasks than those in the low musical aptitude group, showing that success in manipulating linguistic sounds was related to awareness of distinct musical sounds.  相似文献   

3.
The reading test performances of 60 hearing and 60 hearing-impaired children of similar measured reading ages on the Southgate reading test were analysed. As in an earlier study using the Brimer Wide-span test it was shown that the performances of the two groups were quite different. Deaf children tackled significantly more test items than the hearing and made significantly more errors in achieving similar reading scores. A detailed examination of both correct and incorrect answers showed that the deaf children were not simply providing answers to questions at random. Even where they produced incorrect responses they tended, as a group, to select the same answer. Unlike the hearing group, who did not converge on the same incorrect solution to difficult test items, the deaf were systematic in their choices, indicating that they were using a consistent strategy. A post hoc examination of individual test items indicated that the deaf children were selecting answers on the basis of word associations in each test item. On some items these produced a correct response, on others the same (incorrect) response. The implications of these findings are discussed to argue that reading tests based on hearing norms are of little value in the assessment of reading abilities and reading problems in hearing-impaired children.  相似文献   

4.
In the context of an upper-level psychology course, even when students were given an opportunity to refer to text containing the answers and change their exam responses in order to improve their exam scores, their performance on these questions improved slightly or not at all. Four experiments evaluated competing explanations for the students’ failure to correct their answers. Experiments 1–3 ruled out ceiling effects, cognitive bias from a previous response and item selection effects, respectively, as explanations of the result. Experiment 4 showed that no more than 41% of the students comprehended the paragraphs well enough to find the answer. Furthermore, even this 41% of the students did not put sufficient effort into finding the answer, regardless of the impact on their grade, when they were not coerced to do so.  相似文献   

5.
In 4 experiments 120 three- to four-year-old nonreaders were asked the identity of a symbolic representation as it appeared with different objects. Consistent with Bialystok (2000), many children judged the identity of written words to vary according to the object with which they appeared but few made such errors with recognizable pictures. Children also made few errors when the symbols were unrecognizable pictures. In Experiments 2 to 4 this pattern of responses was preserved in conditions that made it unlikely or impossible for children to answer correctly by taking the symbol to refer to one of the objects with which it appeared. Instead, correct answers required children to appreciate that the symbol had a generic, abstract meaning.  相似文献   

6.
This multi-phase study examined the influence of retrieval processes on children??s metacognitive processes in relation to and in interaction with achievement level and age. First, N?=?150 9/10- and 11/12-year old high and low achievers watched an educational film and predicted their test performance. Children then solved a cloze test regarding the film content including answerable and unanswerable items and gave confidence judgments to every answer. Finally, children withdrew answers that they believed to be incorrect. All children showed adequate metacognitive processes before and during test taking with 11/12- year-olds outperforming 9/10-year-olds when considering characteristics of on-going retrieval processes. As to the influence of achievement level, high compared to low achievers proved to be more accurate in their metacognitive monitoring and controlling. Results suggest that both cognitive resources (operationalized through achievement level) and mnemonic experience (assessed through age) fuel metacognitive development. Nevertheless, when facing higher demands regarding retrieval processes, experience seems to play the more important role.  相似文献   

7.
Most theories predict that when people indicate that they are highly confident they are producing their strongest responses. Hence, if such a high confidence response is in error it should be overwritten only with great difficulty. In contrast to this prediction, we have found that people easily correct erroneous responses to general information questions endorsed as correct with high-confidence, so long as the correct answer is given as feedback. Three potential explanations for this unexpected hypercorrection effect are summarized. The explanation that is tested here, in two experiments, is that after a person commits a high-confidence error the correct answer feedback, being surprising or unexpected, is given more attention than is accorded to the feedback to low-confidence errors. This enhanced attentional capture leads to better memory. In both experiments, a tone detection task was presented concurrently with the corrective feedback to assess the attentional capture of feedback stimuli. In both, tone detection was selectively impaired during the feedback to high confidence errors. It was also negatively related to final performance, indicating that the attention not devoted to the tone detection was effectively engaged by the corrective feedback. These data support the attentional explanation of the high-confidence hypercorrection effect.  相似文献   

8.
2 experiments on the development of the understanding of random phenomena are reported. Of interest was whether children understand the characteristic uncertainty in the physical nature of random phenomena as well as the unpredictability of outcomes. Children were asked, for both a random and a determined phenomenon, whether they knew what its next outcome would be and why. In Experiment 1, 4-, 5-, and 7-year-olds correctly differentiated their responses to the question of outcome predictability; the 2 older groups also mentioned appropriate characteristics of the random mechanism in explaining why they did not know what its outcome would be. Although 3-year-olds did not differentiate the random and determined phenomena, neither did they treat both phenomena as predictable. This latter result is inconsistent with Piaget and Inhelder's characterization of an early stage of development. Experiment 2 was designed to control for the possibility that children in Experiment 1 learned how to respond on the basis of pretest experience with the 2 different phenomena. 5- and 7-year-olds performed at a comparable level to the same-aged children in Experiment 1. Results suggest an earlier understanding of random phenomena than previously has been reported and support results in the literature indicating an early understanding of causality.  相似文献   

9.
Children are often assumed to be more confused than adults are about the origin of self-generated memories (e.g., what they did or thought). The present experiments showed evidence in support of this assumption but only under some circumstances. In Experiment 1, 6- and 9-year-olds were as good as adults in distinguishing what they did from what they saw someone else do. However, children had particular trouble distinguishing what they did from what they imagined doing. Confusion between performed and imagined actions was evident across a range of actions. Clustering data also showed that information about origin is part of the memory for an event; all subjects recalled actions according to who performed what action (Experiment 1). Further, the presence of person categories as a basis for organization reduced clustering based on action class more for children than for adults (Experiment 1 vs. 2). Collectively, these findings indicate that children become sensitive to some distinctions in memories sooner than they do to others.  相似文献   

10.
ABSTRACT A total of 96 children aged 11 to 12 years were given statistical inference problems (base‐rate and law of large numbers) designed to test the effects of wording on their answers. The wording of the problems was manipulated to make the information on base‐rates and on the law of large numbers either more salient or less salient. The latter condition was established by adding extraneous information to base‐rates, or, in the case of the law of large numbers, making the context unfamiliar or focusing choice on a particular person rather than on the group. A significant main effect of wording was found across all problems in favour of the salient condition. The results indicated that the children had a high level of statistical intuition and that they knew when to reason statistically and when not to.  相似文献   

11.
Worked examples, commonly used in technical domains, are rarely used in language areas such as English literature. In 3 experiments, Korean university students for whom English was a foreign language received worked examples intended to facilitate problem solving in the ill-structured domain of English literature. During the learning phase, half of the students were presented conventional essay questions that they were asked to answer. The other half of the students were presented the same questions along with model answers that they were asked to study, followed by similar questions that they had to answer themselves. All students then were asked to answer retention, near and far transfer tests. Relatively more knowledgeable students were assigned to Experiment 1 than to Experiment 2, who, in turn, were more knowledgeable than were the students in Experiment 3. Results indicated that the effectiveness of worked examples increased with decreasing student knowledge.  相似文献   

12.
Two studies were conducted to investigate whether context variations were suitable to improve metacognitive judgments in children in a complex, everyday memory task. In the first phase of each experiment, participants were shown a short event (video) and gave judgments-of-learning (JOLs), that is, rated their certainty that they would later be able to recall specific details correctly. In the second phase of the experiments, participants took part in a memory interview about the memory event and gave confidence judgments (CJs), that is, rated their certainty that the provided answers to the memory questions were correct. Study 1 specifically investigated the potential positive influence of giving a verbal summary before the JOL-interview on metacognitive monitoring, whereas Study 2 had a closer look on the effect of intentional versus non-intentional encoding on JOL and CJ accuracy. Results revealed no significant influence of giving a summary and hardly any effect of encoding condition on metamemory monitoring although children from age 6 on showed adequate monitoring performance. JOL accuracy appears to be a complex process, which is even more difficult to influence in children than in adults.  相似文献   

13.
Using a naturalistic text generation and proofreading task, we investigated two questions concerning the effect of text familiarity on proofreading performance. Can experimental evidence be provided for the intuition that it is harder to proofread one's own writing than someone else's? Will the effect of text familiarity on proofreading differ as a function of whether the familiarity is self-generated or experimentally-induced? Subjects spent 30 minutes composing an essay on student life; after a 20 minute interval (Experiment 1) or a two week interval (Experiment 2) they proofread their own essay, another subject's essay after being familiarized on an error-free version of it, or another subject's essay without the benefit of a preview. Experiment 1 showed that subjects wereless able to detect errors (e.g.,The best part of student like is socializing.) in self-generated essays than in unfamiliar other-generated essays; on the other hand, they werebetter able to detect errors in familiar other-generated essays that in unfamiliar ones. Experiment 2 showed that the disadvantage for proofreading self-generated text is likely a by-product of extreme familiarity rather than any special quality of self-generated knowledgeper se. The results have implications for models of skilled reading.  相似文献   

14.
Witnesses?? event recall and the realism in their evaluation of the correctness of their recall are of great importance in forensic processes. These issues were investigated in the present study by use of calibration methodology. More specifically, we analyzed the effects of two recalls of the same event (repetition) and of probes (non-informative follow-up questions at recall) on 9?C11?year-old children??s and adults?? open free recall and the degree of realism in the participants?? confidence judgments of the correctness of the recall after they had seen a short video clip. The findings were that repetition resulted in more units recalled both for children and for adults, and in that the children showed higher overconfidence compared with one recall, but not the adults. Moreover, when only the statements in the repetition conditions that were recalled twice were included in the analysis, higher confidence was found for the children (independent of an increase in the proportion correct statements of all statements) but not for the adults. Probing increased the number of units recalled for both children and adults, decreased the children??s proportion correct statements but not the adults??, decreased both children??s and adults?? confidence and increased the children??s overconfidence, but not the adults??. Finally, the combination of two recalls and probing disrupted the children??s but not the adults?? metacognitive performance.  相似文献   

15.
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16.
Children's ability to distinguish the literal meaning of a message and the speaker's communicative intent was investigated in 2 experiments. First- and second-grade children evaluated brief referential communication messages for ambiguity under 2 conditions. In an informed condition, the children knew which referent the speaker had intended. In an uninformed condition, they did not know the intended referent. 2 communication systems were used. In Experiment 1, the messages were written on cards and read to the child; in Experiment 2, a novel communication system was used. The developmental pattern of results was similar for both studies. The results showed that the first graders in the informed condition often claimed that an ambiguous message could not refer to a referent the speaker had not meant, whereas children in the uninformed condition were able to detect the referential ambiguity of the message. There were no condition differences for the second graders. The results suggest that young children's ability to analyze the literal meaning of a message is affected by the accessibility of the speaker's communicative intent and that children may develop a general ability to analyze representations of communicative intention.  相似文献   

17.
Croatian 1st‐year and 3rd‐year high‐school students (N = 170) completed a conceptual physics test. Students were evaluated with regard to two physics topics: Newtonian dynamics and simple DC circuits. Students answered test items and also indicated their confidence in each answer. Rasch analysis facilitated the calculation of three linear measures: (a) an item‐difficulty measure based upon all responses, (b) an item‐confidence measure based upon correct student answers, and (c) an item‐confidence measure based upon incorrect student answers. Comparisons were made with regard to item difficulty and item confidence. The results suggest that Newtonian dynamics is a topic with stronger students' alternative conceptions than the topic of DC circuits, which is characterized by much lower students' confidence on both correct and incorrect answers. A systematic and significant difference between mean student confidence on Newtonian dynamics and DC circuits items was found in both student groups. Findings suggest some steps for physics instruction in Croatia as well as areas of further research for those in science education interested in additional techniques of exploring alternative conceptions. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 150–171, 2006  相似文献   

18.
The present study examined the relation between children's mastery motivation, self-assessment of performance, and task-related help-seeking behavior during task performance. Average-achieving black American children, varying in mastery motivation as measured by subscales of the Harter's Intrinsic-Extrinsic Orientation in the Classroom Scale, performed a multitrial verbal task and were given the opportunity to seek help on each trial after making a tentative response and assessing their performance by rating their confidence in the correctness of the response. A response-contingent payoff system was implemented to encourage children to restrict their help seeking to those instances in which they perceived that they could not make a correct response without assistance. As predicted, children's self-assessments of performance, regardless of their accuracy, appeared to influence help seeking more than the actual performance outcomes. Neither children's self-assessments of performance nor their overall rate of help seeking varied with level of measured mastery motivation. However, the type of help sought varied as expected with mastery motivation. Children characterized by high intrinsic orientations toward independent mastery in academic achievement contexts sought indirect help (i.e., hints) more often than they sought direct help (i.e., answers), whereas children characterized by low intrinsic orientations toward independent mastery showed no preference. These differences in motivational orientation influenced requests for help only when children perceived their initial solutions to be incorrect. These findings are discussed in the context of the analyses of help seeking as an instrumental learning and achievement strategy. The implications of the findings for analyses of black children's achievement styles are highlighted.  相似文献   

19.
Learning of class inclusion by 5-year-olds in response to empirical and logical explanations of an adult's answers was examined. Contrary to the view that young children possess an empirical bias, 5-year-olds learned more, and continued learning for longer, when given logical explanations of correct answers than when given empirical explanations. Once children discovered how to solve the problems, they showed few regressions. Many children in the microgenetic experiment followed the path of change anticipated from previous cross-sectional studies, but children in the cross-sectional part of the study seemed to follow a different path. Reasons for the superior effectiveness of the logical explanations were discussed.  相似文献   

20.
The Development of Message Evaluation Skills in Young Children   总被引：1，自引：0，他引：1  
The goal of this research was to learn if young children overestimate message quality because they evaluate their knowledge or assumptions about the intended meaning of the message, rather than its literal meaning. 2 experiments were conducted with preschoolers (4 years) and kindergartners (5-6 years). Second graders (8 years) also participated in the first experiment. Children evaluated the communicative quality of informative, ambiguous, and ineffective picture messages in a simple communication game. In the first experiment, children knew the intended referent when they evaluated the message. The results showed that younger children overestimated the informativeness of the ambiguous and ineffective messages, while older children evaluated message quality accurately, even though they knew the intended meaning. In the second experiment, younger children detected more of the message ambiguities when they did not know the target referent than when they were informed of the intended interpretation. The results suggest that young children overestimate message quality because they evaluate their interpretation of the message rather than its literal meaning.  相似文献   

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