Responding to Feedback after Multiple-choice Answers: The Influence of Response Confidence

1992 ◽  
Vol 45 (4) ◽  
pp. 649-667 ◽  
Author(s):  
William A. Stock ◽  
Raymond W. Kulhavy ◽  
Doris R. Pridemore ◽  
Damon Krug

A model is proposed that describes how people choose multiple-choice answers and deal with subsequent feedback. Central to the model is the construct of likelihood, a signal that: (1) indexes the match between task demands and what is known, (2) gives a basis for decisions, and (3) is estimated by response confidence ratings. In two experiments, subjects answered an item, rated confidence, and studied feedback (for 100 items), and then answered the items again. All predictions of the model were confirmed. Specifically, for right/wrong feedback messages, feedback study intervals were longer after correct than incorrect choices (for correct choices, these intervals decreased as confidence increased). Also, there was no relation between the probability of correcting errors and level of confidence. For feedback messages that consisted of an item with correct alternative marked, there was a positive relation between probability of correcting errors and level of confidence.

1986 ◽  
Vol 59 (2) ◽  
pp. 383-386 ◽  
Author(s):  
Frank D. Bokhorst

Investigated was the criterion validity of confidence-testing as applied to a multiple-choice test in introductory psychology. Examinees made confidence judgements in addition to choosing the correct alternative. The test was scored conventionally with a penalty for guessing and again using confidence-weightings. Over-all achievement for the academic year in psychology was the criterion for validity. There was greater reliability but no improvement in validity. High test anxiety was associated with low confidence and poor achievement.


2018 ◽  
Author(s):  
DA Ganea ◽  
A Bexter ◽  
M Guenther ◽  
PM Garderes ◽  
BM Kampa ◽  
...  

AbstractPupillometry, the measure of pupil size and reactivity, has been widely used to assess cognitive processes. As such, changes in pupil size have been shown to correlate with arousal, locomotion, cortical state and decision-making processes. In addition, pupillary responses have been linked to the activity of neuromodulatory systems that modulate attention and perception as the noradrenergic and cholinergic systems. Due to the extent of processes reflected by the pupil, we aimed at resolving pupillary responses in context of behavioral state and task performance while recording pupillary transients of mice performing a vibrotactile two-alternative forced choice task (2-AFC). We show that pre-stimulus pupil size differentiates between states of disengagement from task performance versus active engagement. In addition, when actively engaged, post-stimulus, pupillary dilations for correct responses are larger than for error responses with this difference reflecting response confidence. Importantly, in a delayed 2-AFC task version, we show that even though pupillary transients mainly reflect motor output or reward anticipation following the response of the animal, they also reflect animal decision confidence prior to its response. Finally, in a condition of passive engagement, when stimulus has no task relevance with reward provided automatically, pupillary dilations reflect stimulation and reward being reduced relative to a state of active engagement explained by shifts of attention from task variables. Our results provide further evidence for how pupillary dilations reflect cognitive processes in a task relevant context, showing that the pupil reflects response confidence and baseline pupil size encodes attentiveness rather than general arousal.Significance StatementFor the last 60 years, pupillometry has been used to study various cognitive processes. Among which are mental load, arousal and various decision related components, linking pupil dilations to underlying neuromodulatory systems. Our results provide extensive evidence that in addition to reflecting attentiveness under task performance, pupil dilations also reflect the confidence of the subject in his ensuing response. This confidence coding is overlaid within a more pronounced pupil dilation that reflects motor output or other post-decision components such that are related to the response itself but not to the decision. Our results also provide evidence how different behavioral states, imposed by task demands, modulate what the pupil is reflecting, presumably showing what the underlying cognitive network is coding for.


2021 ◽  
Author(s):  
◽  
Carolyn Frances Tait

<p>Chinese undergraduate students from mainland China, Hong Kong and Taiwan may have different language backgrounds and previous assessment experiences compared with most students studying in a western university. This mixed methods study examines their perceptions of how two examination formats - multiple-choice and essay questions - impact on their motivation, approaches to learning, and study strategies at a New Zealand university. Quantitative data were gathered using a modified Biggs' two factor study process questionnaire and a modified Patterns of Adaptive Learning Study questionnaire. Survey results were integrated with qualitative interview data gathered and analysed using a constructivist version of grounded theory. The participants reported combining deep and surface approaches to learning for both examination formats, preferring deep approaches. In comparison to study strategies used for multiple-choice examinations, more deep strategies were reported for essay examinations. Participants described combining memorisation with understanding in a sequence of study strategies for both examination formats. Predicting and practising both types of examination questions allowed participants to align their perceptions with possible examination requirements. Participants' confidence in their English language ability impacted on memorisation for essay questions. Analysis of the findings supports a model of the interrelationship of motivation, approaches to learning, calculating to develop perceptions of task demands, and the development of discipline-specific discourse skills in English. Perceptions of examination formats impact on study strategies with deep and surface strategies linked through practising. The implications of these findings for assessment of culturally and linguistically diverse tertiary students support the use of well designed multiple-choice questions in examinations to promote deep learning for these students, combined with formative assessment.</p>


2020 ◽  
Author(s):  
Marta Siedlecka ◽  
Marcin Koculak ◽  
Borysław Paulewicz

AbstractEach of our decisions is associated with a degree of confidence. This confidence can change once we have acted as we might start doubting our choice or even become convinced that we made a mistake. In this study, we explore the relations between action and our confidence that our decision was correct or erroneous. Fifty-six volunteers took part in a perceptual decision task in which their decisions could either lead to action or not. At the end of each trial, participants rated their confidence that their decision was correct, or they reported that they had made an error. The main results showed that when given after a response, confidence ratings were higher and more strongly related to decision accuracy, and post-response reports of errors more often indicated actual errors. The results support the view that error awareness and confidence might be partially based on post-action processing.


1993 ◽  
Vol 6 (3) ◽  
pp. 143-150 ◽  
Author(s):  
P. D’Erme ◽  
I. Robertson ◽  
P. Bartolomeo ◽  
A. Daniele

Recent neuropsychological literature has provided evidence for the phenomenon of perception without awareness, also referred to as covert (or implicit) knowledge or tacit awareness. Yet little is known to date about the fate of extinguished stimuli in patients with unilateral spatial neglect. Six right brain-damaged patients with USN and one control subject were presented with single lateralized visual stimuli and with pairs of same or different visual stimuli (one right, one left). A same/different judgement and a multiple choice recognition task were performed on overtly unidentified left-sided stimuli, to unveil possible phenomena of covert knowledge. Some evidence of covert knowledge was observed, and its relation to stimulus characteristics and task demands is discussed.


2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Nahid Tabibzadeh ◽  
Jimmy Mullaert ◽  
Lara Zafrani ◽  
Pauline Balagny ◽  
Justine Frija-Masson ◽  
...  

Abstract Background Multiple-choice question (MCQ) tests are commonly used to evaluate medical students, but they do not assess self-confidence nor penalize lucky guess or harmful behaviors. Based on a scoring method according to the appropriateness of confidence in answers, the study aimed at assessing knowledge self-monitoring and efficiency, and the determinants of self-confidence. Methods A cross-sectional study of 842 s- and third-year medical students who were asked to state their level of confidence (A: very confident, B: moderately confident and C: not confident) during 12 tests (106,806 events). A bonus was applied if the level of confidence matched with the correctness of the answer, and a penalty was applied in the case of inappropriate confidence. Results Level A was selected more appropriately by the top 20% students whereas level C was selected more appropriately by the lower 20% students. Efficiency of higher-performing students was higher when correct (among correct answers, rate of A statement), but worse when incorrect compared to the bottom 20% students (among incorrect answers, rate of C statement). B and C statements were independently associated with female and male gender, respectively (OR for male vs female = 0.89 [0.82–0.96], p = 0.004, for level B and 1.15 [1.01–1.32], p = 0.047, for level C). Conclusion While both addressing the gender confidence gap, knowledge self-monitoring might improve awareness of students’ knowledge whereas efficiency might evaluate appropriate behavior in clinical practice. These results suggest differential feedback during training in higher versus lower-performing students, and potentially harmful behavior in decision-making during clinical practice in higher-performing students.


2019 ◽  
Vol 11 (3) ◽  
pp. 62-71
Author(s):  
Simone Shirasaki Orosco ◽  
Crisitiane Gracielle da Silva ◽  
Thatiana Killian de Almeida

The objective ofthis study was to identify nursing students' knowledge about long-term bladder catheterization. This is a descriptive, cross-sectional research with a quantitative approach. An instrument with multiple choice questions was applied to graduates of a university in the interior of São Paulo. The sample consisted of 81 students from the seventh term, most of them female, 20 to 30 years old, night students, singles, family income of 1 to 4 minimum salaries, no training and no experience in the area of nursing. The questions that presented the highest percentage of correct answers were the materials needed for the procedure (93.8%), a step that is not part of the end of the technique (87.7%) and part of the catheterization process (76.5%). It is concluded that most of the students have knowledge about the technique, since in most of the questions more than 50%of the group pointed out the correct alternative.


2019 ◽  
Vol 11 (3) ◽  
pp. 1-9
Author(s):  
João Augusto Rizzo Câmara ◽  
Caroline de Souza Araujo ◽  
Lorrane Davi Brito ◽  
Karoline S. Rodrigues ◽  
Marcos Alberto Zocoler ◽  
...  

The objective of this study was to identify nursing students' knowledge about long-term bladder catheterization. This is a descriptive, cross-sectional research with a quantitative approach. An instrument with multiple choice questions was applied to graduates of a university in the interior of São Paulo. The sample consisted of 81 students from the seventh term, most of them female, 20 to 30 years old, night students, singles, family income of 1 to 4 minimum salaries, no training and no experience in the area of nursing. The questions that presented the highest percentage of correct answers were the materials needed for the procedure (93.8%), a step that is not part of the end of the technique (87.7%) and part of the catheterization process (76.5%). It is concluded that most of the students have knowledge about the technique, since in most of the questions more than 50% of the group pointed out the correct alternative.


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