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Poster (Scientific congresses and symposiums)
Feedback effect on children's global metacognitive judgments
Geurten, Marie; Meulemans, Thierry
2017International Convention of Psychological Science (ICPS)
 

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Keywords :
Feedback; Metacognition; Cognitive Development
Abstract :
[en] In three experiments, we investigated whether the feedback effect on the accuracy of children’s metacognitive judgments results from an improvement in monitoring processes or the use of the Anchoring-and-Adjustment heuristic. The purpose of Experiment 1 was to investigate whether 4-, 6-, and 8-year-old children are able to use feedback to increase the accuracy of their memory judgments. To do so, children in three age groups were divided into two experimental conditions (feedback or no feedback). After studying a list of associated words, participants were instructed to predict their future memory performance, and then they were asked to recall as many items as possible. Next, half of the participants were given concrete feedback about the accuracy of their global prediction. Once the feedback was provided, all children were presented with another set of associated word pairs and the procedure was repeated. Our results revealed that children’s predictions were more accurate in the feedback than in the no feedback condition, indicating that getting feedback about the accuracy of their judgments had a positive influence on their subsequent memory predictions. In Experiment 2, we sought to determine whether young children are able to use the Anchoring-and-Adjustment heuristic to guide their global memory predictions. For this purpose, 4-, 6-, and 8-year-old children were divided into three experimental conditions depending on the anchor that was provided (high, low, or no anchor). Data indicated that children’s predictions were higher in the high than in the low anchor condition, suggesting that children in all age groups adjusted their prospective judgment depending on the random anchor they were given. Finally, the primary aim of Experiment 3 was to determine whether the feedback effect can serve as an external anchor for children’s global prospective judgments. To do so, children (aged 4, 6, and 8 years) were presented with two memory tasks that differed in terms of difficulty. Participants were randomly assigned to an anchoring (high, low, or no anchor) and a feedback (feedback or no feedback) condition to obtain a balanced experimental design. Results showed that children in the feedback condition adjusted their predictions toward the feedback, regardless of the task’s difficulty. These findings are consistent with the hypothesis that external information provided by feedback is used as an anchor for judgment. This interpretation is strengthened by the correlation found between the two scores computed to assess participants’ susceptibility to anchoring and feedback effects, which indicates that children who are more sensitive to the anchoring effect are also more sensitive to the feedback effect.
Disciplines :
Theoretical & cognitive psychology
Author, co-author :
Geurten, Marie ;  Université de Liège > Département de Psychologie > Neuropsychologie
Meulemans, Thierry ;  Université de Liège > Département de Psychologie > Neuropsychologie
Language :
English
Title :
Feedback effect on children's global metacognitive judgments
Publication date :
2017
Event name :
International Convention of Psychological Science (ICPS)
Event date :
23-25 mars 2017
Audience :
International
Available on ORBi :
since 25 March 2017

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