scholarly journals Anchoring effect of performance feedback on accuracy of metacognitive monitoring in preschool children

2021 ◽  
Vol 17 (1) ◽  
pp. 104-118
Author(s):  
Kamila Urban ◽  
Marek Urban
Keyword(s):  
Preschool Children ◽  
Performance Feedback ◽  
Metacognitive Monitoring ◽  
Anchoring Effect ◽  
Incorrect Answer ◽  
Future Performance ◽  
Task Experience

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’ 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, 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.

scholarly journals Limited evidence for executive function load impairing selective copying in a win-stay lose-shift task

PLoS ONE ◽  
2021 ◽  
Vol 16 (3) ◽  
pp. e0247183
Author(s):  
Juliet Dunstone ◽  
Mark Atkinson ◽  
Catherine Grainger ◽  
Elizabeth Renner ◽  
Christine A. Caldwell
Keyword(s):  
Executive Function ◽  
Executive Functions ◽  
Learning Strategies ◽  
Metacognitive Monitoring ◽  
Monitoring Task ◽  
Observed Information ◽  
Experience Effects ◽  
System 2 ◽  
Task Experience ◽  
Switching Task

The use of ‘explicitly metacognitive’ learning strategies has been proposed as an explanation for uniquely human capacities for cumulative culture. Such strategies are proposed to rely on explicit, system-2 cognitive processes, to enable advantageous selective copying. To investigate the plausibility of this theory, we investigated participants’ ability to make flexible learning decisions, and their metacognitive monitoring efficiency, under executive function (EF) load. Adult participants completed a simple win-stay lose-shift (WSLS) paradigm task, intended to model a situation where presented information can be used to inform response choice, by copying rewarded responses and avoiding those that are unrewarded. This was completed alongside a concurrent switching task. Participants were split into three conditions: those that needed to use a selective copying, WSLS strategy, those that should always copy observed information, and those that should always do the opposite (Expt 1). Participants also completed a metacognitive monitoring task alongside the concurrent switching task (Expt 2). Conditions demanding selective strategies were more challenging than those requiring the use of one rule consistently. In addition, consistently copying was less challenging than consistently avoiding observed stimuli. Differences between selectively copying and always copying were hypothesised to stem from working memory requirements rather than the concurrent EF load. No impact of EF load was found on participants’ metacognitive monitoring ability. These results suggest that copying decisions are underpinned by the use of executive functions even at a very basic level, and that selective copying strategies are more challenging than a combination of their component parts. We found minimal evidence that selective copying strategies relied on executive functions any more than consistent copying or deviation. However, task experience effects suggested that ceiling effects could have been masking differences between conditions which might be apparent in other contexts, such as when observed information must be retained in memory.

scholarly journals Mitigating the Gender Gap in the Willingness to Compete: Evidence from a Randomized Field Experiment

2018 ◽  
Vol 17 (4) ◽  
pp. 1147-1185 ◽  
Author(s):  
Sule Alan ◽  
Seda Ertac
Keyword(s):  
Elementary Schools ◽  
Gender Gap ◽  
Performance Feedback ◽  
Positive Impact ◽  
Causal Mechanism ◽  
Future Performance ◽  
Randomized Field Experiment ◽  
Willingness To Compete ◽  
The Impact

Abstract We evaluate the impact on competitiveness of a randomized educational intervention that aims to foster grit, a skill that is highly predictive of achievement. The intervention is implemented in elementary schools, and we measure its impact using a dynamic competition task with interim performance feedback. We find that when children are exposed to a worldview that emphasizes the role of effort in achievement and encourages perseverance, the gender gap in the willingness to compete disappears. We show that the elimination of this gap implies significant efficiency gains. We also provide suggestive evidence on a plausible causal mechanism that runs through the positive impact of enhanced grit on girls' optimism about their future performance.

Effects of Failure Experiences on Configural Properties of the Aspiration Level Concept

1975 ◽  
Vol 37 (2) ◽  
pp. 371-377 ◽  
Author(s):  
Mark R. Wiederanders
Keyword(s):  
Performance Feedback ◽  
Aspiration Level ◽  
Usual Practice ◽  
Cluster Analyses ◽  
Future Performance ◽  
Different Dimensions ◽  
Dimensional Complexity ◽  
Failure Conditions ◽  
The Relationship

To explore further possible multidimensionality of the aspiration level concept and to test the relationship between increased threat during performance experiences and degree of dimensional complexity, subjects responded to 9 definitions of aspiration during pre-task and post-failure conditions. Cluster analyses indicated that not only were more dimensions of aspiration utilized, but dimensions were also more independent, during post-failure conditions of assessment. Content of the different dimensions suggested that aspirations set after failure serve qualitatively different functions than those stated under less intense conditions. Also, while the aspiration component made up of calculated, realistic estimates of performance was very stable across conditions, hopeful and futuristic pretentions interacted complexly with performance feedback to produce less stable components. It was concluded that further empirical attention to these latter components might be more productive, in terms of adding to aspiration level theory, than the usual practice of assessing only realistic estimates of future performance.

An Examination of the Interactive Effect of Feedback Source and Sign in the Offshoring Environment: A Social Identity Perspective

2018 ◽  
Vol 30 (2) ◽  
pp. 1-21 ◽  
Author(s):  
Lindsay M. Andiola ◽  
Denise Hanes Downey ◽  
Brian C. Spilker ◽  
Tracy J. Noga
Keyword(s):  
Performance Feedback ◽  
Turnover Intentions ◽  
Interactive Effect ◽  
Data Availability ◽  
Work Outcomes ◽  
Accounting Firms ◽  
Staff Members ◽  
Future Performance ◽  
Feedback Sign ◽  
Feedback Source

ABSTRACT Public accounting firms regularly rely on offshore professionals to assist with client work. However, differences in interpersonal dynamics between offshore staff members and the supervisors they report to may yield positive and/or negative work outcomes. We examine how feedback source (offshore or onshore supervisor) and feedback sign (negative or positive) interact to affect offshore staff members' satisfaction with feedback. This is an important issue because subordinate satisfaction with performance feedback is a key determinant of future performance and turnover intentions. We find that offshore staff members are less satisfied with negative feedback from an offshore (local Indian) supervisor, a member of their in-group, than an onshore (remote U.S.) supervisor, a member of their out-group. However, their satisfaction with positive feedback does not significantly differ between feedback sources. Further analysis reveals that greater satisfaction is associated with increases in the effort the staff member plans to put forth in the future. JEL Classifications: M40; M41; M54; D91. Data Availability: Please contact the authors.

“Just Engage in It or Not, You Get Out What You Put In”: Student and Staff Experiences of Feedback and Feedforward in Workplace-Based Learning Environments

2021 ◽  
pp. e20200124
Author(s):  
Sheena Warman ◽  
Sarah Kelly ◽  
Angela Hague ◽  
Andrew Blythe ◽  
Nigel D. Robb
Keyword(s):  
Social Work ◽  
Learning Environments ◽  
Performance Studies ◽  
Performance Feedback ◽  
Health Science ◽  
Future Performance ◽  
Nuanced Understanding ◽  
And Performance ◽  
Staff Experiences ◽  
The Impact

Feedback is central to student learning in the veterinary workplace. Feedforward, a related concept, is used to describe the way information about a student’s performance may be used to improve their future performance. Feedback and feedforward practices are diverse, with varied student and staff understandings of the nature and purpose of feedback (feedback literacy). This study compared the practices of feedback and feedforward in a range of programs in one institution during student transitions from the classroom to workplace-based learning environments. The study adopted a broad inter-professional approach to include health care programs as well as social work and theater and performance studies. Profession-specific focus groups were conducted with contribution from 28 students and 31 staff from five different professions. Thematic analysis revealed that students and staff shared an understanding of the feedback and feedforward concepts, and both groups recognized the importance of emotional and relational aspects of the process. Students and staff across all professions recognized the impact of time constraints on the feedback process, although this was particularly highlighted in the health science professions. Social work and theater and performance studies students demonstrated a more nuanced understanding of the emotional and relational aspects of feedback and feedforward. Overall, the approach highlights similarities and differences in practices and experiences in different workplace contexts, creating opportunities for cross-disciplinary learning, which may have relevance more widely in higher education programs with workplace-based elements. The study underpinned the development of the LeapForward feedback training resource ( https://bilt.online/the-leapforward-project/ ).

scholarly journals Analysis of Communication, Team Situational Awareness, and Feedback in a Three-Person Intelligent Team Tutoring System

2021 ◽  
Vol 12 ◽  
Author(s):  
Kaitlyn M. Ouverson ◽  
Alec G. Ostrander ◽  
Jamiahus Walton ◽  
Adam Kohl ◽  
Stephen B. Gilbert ◽  
...  
Keyword(s):  
Situation Awareness ◽  
Performance Feedback ◽  
Intelligent Tutoring ◽  
Skill Training ◽  
Structured Interview ◽  
Future Research ◽  
Tutoring System ◽  
Team Tutoring ◽  
Team Situation Awareness ◽  
Task Experience

This research assessed how the performance and team skills of three-person teams working with an Intelligent Team Tutoring System (ITTS) on a virtual military surveillance task were affected by feedback privacy, participant role, task experience, prior team experience, and teammate familiarity. Previous work in Intelligent Tutoring Systems (ITSs) has focused on outcomes for task skill training for individual learners. As research extends into intelligent tutoring for teams, both task skills and team skills are necessary for good team performance. This work includes a brief review of previous research on ITTSs, feedback, teams, and teamwork, including the recounting of two categories of a framework of teamwork performance, Communication and Cognition, which are relevant to the present study. This research examines the effects of an intelligent agent, as well as features of the team, its members, and the task being undertaken, on team communication (measured by relevant key-presses) and team situation awareness (as measured by scores on a quiz). Thirty-seven teams of three participants, each at their own computer running a multiplayer surveillance simulation, were given just-in-time private (individually delivered) or public (team-delivered) performance feedback during four 5-min trials. In the fourth trial, two of the three participants switched roles. Feedback type, teamwork experience, and teammate familiarity had no statistically significant effect on communication or team situation awareness. However, higher levels of role experience and task experience showed significant and medium-sized effects on communication performance. Results, based on performance data and structured interview responses, also revealed areas of improvement in future feedback design and a potential benchmark for feedback frequency in an action-oriented serious game-based ITTS. Among the conclusions are six design objectives for future ITTSs, establishing a foundation for future research on designing effective ITTSs that train interpersonal skills to nascent teams.

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