Anchoring Effect of Performance Feedback on Accuracy of Metacognitive Monitoring in Preschool Children

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11210%2F21%3A10433597" target="_blank" >RIV/00216208:11210/21:10433597 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=4Z_UVo93TS" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=4Z_UVo93TS</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.5964/ejop.2397" target="_blank" >10.5964/ejop.2397</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Anchoring Effect of Performance Feedback on Accuracy of Metacognitive Monitoring in Preschool Children

Popis výsledku v původním jazyce

Preschool children are generally inaccurate at evaluating past and predicting future performance. The present study examines the effect of performance feedback on the accuracy of preschoolers&apos; predictive judgments and tests whether performance feedback acts as an anchor for postdictive judgments. In Experiment 1, preschool children (n = 40) solved number patterns, and in Experiment 2 they solved object patterns (n = 59). The results in both experiments revealed, firstly,firstly, that children receiving performance feedback made more accurate predictive judgments and lowered their certainty after their incorrect answer. Secondly, the children relied on performance feedback more than on actual task experience when making postdictive judgments, indicating that performance feedback was used as an anchor for subsequent postdictive judgments.

Název v anglickém jazyce

Anchoring Effect of Performance Feedback on Accuracy of Metacognitive Monitoring in Preschool Children

Popis výsledku anglicky

Preschool children are generally inaccurate at evaluating past and predicting future performance. The present study examines the effect of performance feedback on the accuracy of preschoolers&apos; predictive judgments and tests whether performance feedback acts as an anchor for postdictive judgments. In Experiment 1, preschool children (n = 40) solved number patterns, and in Experiment 2 they solved object patterns (n = 59). The results in both experiments revealed, firstly,firstly, that children receiving performance feedback made more accurate predictive judgments and lowered their certainty after their incorrect answer. Secondly, the children relied on performance feedback more than on actual task experience when making postdictive judgments, indicating that performance feedback was used as an anchor for subsequent postdictive judgments.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

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OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Europe&apos;s Journal of Psychology

ISSN

1841-0413

e-ISSN

—

Svazek periodika

17

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

RO - Rumunsko

Počet stran výsledku

15

Strana od-do

104-118

Kód UT WoS článku

000624333100008

EID výsledku v databázi Scopus

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