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The effects of source and type of feedback on child witnesses’ meta-memory accuracy.

Allwood, Carl Martin LU ; Jonsson, Anna-Carin LU and Granhag, Pär Anders (2005) In Applied Cognitive Psychology 19(3). p.331-344
Abstract
This study investigated the effect of feedback on the accuracy (realism) of 12-year-old children’s metacognitive judgments of their answers to questions about a film clip. Two types of judgments were investigated: confidence judgments (on each question) and frequency judgments (i.e., estimates of overall accuracy). The source of feedback, whether it was presented as provided by a teacher or a peer child, did not influence metacognitive accuracy. Four types of feedback were given depending on whether the participant’s answer was correct and depending on whether the feed­back confirmed or disconfirmed the child’s answer. The children showed large over­confidence when they received confirmatory feedback but much less so when they received... (More)
This study investigated the effect of feedback on the accuracy (realism) of 12-year-old children’s metacognitive judgments of their answers to questions about a film clip. Two types of judgments were investigated: confidence judgments (on each question) and frequency judgments (i.e., estimates of overall accuracy). The source of feedback, whether it was presented as provided by a teacher or a peer child, did not influence metacognitive accuracy. Four types of feedback were given depending on whether the participant’s answer was correct and depending on whether the feed­back confirmed or disconfirmed the child’s answer. The children showed large over­confidence when they received confirmatory feedback but much less so when they received disconfirmatory feedback. The children gave frequency judgments implying that they had more correct questions than they actually had. No main gender differences were found for any of the measures. The results indicate a high degree of malleability in children’s metacognitive judgments. (Less)
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author
organization
publishing date
type
Contribution to journal
publication status
published
subject
in
Applied Cognitive Psychology
volume
19
issue
3
pages
331 - 344
publisher
John Wiley & Sons
external identifiers
  • wos:000228189500006
  • scopus:17144388249
ISSN
0888-4080
DOI
10.1002/acp.1071
language
English
LU publication?
yes
id
06bf5d10-44f9-40bb-9865-52178de209e4 (old id 757618)
date added to LUP
2007-12-17 15:23:26
date last changed
2017-02-26 03:27:41
@article{06bf5d10-44f9-40bb-9865-52178de209e4,
  abstract     = {This study investigated the effect of feedback on the accuracy (realism) of 12-year-old children’s metacognitive judgments of their answers to questions about a film clip. Two types of judgments were investigated: confidence judgments (on each question) and frequency judgments (i.e., estimates of overall accuracy). The source of feedback, whether it was presented as provided by a teacher or a peer child, did not influence metacognitive accuracy. Four types of feedback were given depending on whether the participant’s answer was correct and depending on whether the feed­back confirmed or disconfirmed the child’s answer. The children showed large over­confidence when they received confirmatory feedback but much less so when they received disconfirmatory feedback. The children gave frequency judgments implying that they had more correct questions than they actually had. No main gender differences were found for any of the measures. The results indicate a high degree of malleability in children’s metacognitive judgments.},
  author       = {Allwood, Carl Martin and Jonsson, Anna-Carin and Granhag, Pär Anders},
  issn         = {0888-4080},
  language     = {eng},
  number       = {3},
  pages        = {331--344},
  publisher    = {John Wiley & Sons},
  series       = {Applied Cognitive Psychology},
  title        = {The effects of source and type of feedback on child witnesses’ meta-memory accuracy.},
  url          = {http://dx.doi.org/10.1002/acp.1071},
  volume       = {19},
  year         = {2005},
}