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Examining the benefits of feedback: are monitoring skills implicated in successful performance?

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Melissa D. McConnell (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Advisor
Stuart Marcovitch

Abstract: The current set of experiments was designed to investigate whether monitoring skills are implicated in the effectiveness of receiving feedback on performance. This was examined by determining whether receiving feedback improves the retention of correct responses as well as improves memory performance (Experiment 1), whether participants detect and use false feedback (Experiment 2), and whether young children's memory performance improves from receiving feedback (Experiment 3). In addition, confidence ratings were taken as a measure of participants' ability to monitor their performance. The results revealed participants' confidence in their original responses influenced the effectiveness of feedback, and participants used the feedback to influence their memory and monitoring performance. These results imply participants' confidence influences the effects of receiving feedback.

Additional Information

Publication
Dissertation
Language: English
Date: 2009
Keywords
Confidence, False feedback, Feedback, Memory, Monitoring, Preschool
Subjects
Memory $x Ability testing.
Learning, Psychology of.
Feedback (Psychology)
Confidence.
Preschool children $x Ability testing.