Are the unskilled doomed to remain unaware?

Ryvkin, Dmitry; Krajč, Marian; Ortmann, Andreas

doi:10.1016/j.joep.2012.06.003

Cited by 43 publications

(59 citation statements)

References 52 publications

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“…Calibration feedback, in the line with previous research (Krajč, 2008;Miller & Geraci, 2011;Ryvkin et al, 2012), seems to produce more promising results. Calibration feedback alone explained 26% of the variance in monitoring accuracy; 6% more than performance feedback did.…”

Section: Discussionsupporting

confidence: 81%

“…Therefore, calibration feedback provides information about the correctness of task performance as well as the accuracy of the metacognitive judgment regarding it. Most promising are mixed interventional designs that benefit from both repeated testing and provided feedback (Hacker, Bol, & Keener, 2008), especially in low performing students (Krajč, 2008;Miller & Geraci, 2011;Ryvkin, Krajč, & Ortmann, 2012). Nietfeld et al (2006) found a significant treatment effect (repeated testing) on monitoring accuracy and performance in students who received monitoring feedback (overall calibration and bias scores) but not in students who received no feedback.…”

Section: Interventions Fostering Metacognitionmentioning

confidence: 99%

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Influence of Fluid Intelligence on Accuracy of Metacognitive Monitoring in Preschool Children Fades with the Calibration Feedback

Urban¹,

Urban²

2018

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Higher fluid intelligence leads to better accuracy in metacognitive monitoring, but in school age this influence is moderated by the child's development and education. The goal of the study is to examine the interaction between fluid intelligence and performance feedback or calibration feedback on monitoring accuracy in 88 preschool children. The children in the group that received performance (PF) or calibration feedback (CF) were significantly more accurate at monitoring than the children without feedback (NF). Fluid intelligence correlated with monitoring accuracy for the whole dataset and explained 49% of variance in monitoring accuracy in the NF group; 26% in the PF group (feedback alone explained 20%) and only 12% in the CF group, not reaching significance (however, feedback alone explained 26%). Results indicate that calibration feedback could potentially fulfil the role of later education and development in improving monitoring accuracy and moderate the effect of fluid intelligence already in preschoolers.

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Section: Discussionsupporting

confidence: 81%

Section: Interventions Fostering Metacognitionmentioning

confidence: 99%

Influence of Fluid Intelligence on Accuracy of Metacognitive Monitoring in Preschool Children Fades with the Calibration Feedback

Urban¹,

Urban²

2018

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“…Our results indicate that low-performing students are not completely unaware, which should encourage researchers and practitioners to support students in providing accurate judgments. Indeed, study results by Ryvkin, Krajč, and Ortmann (2012) indicated that the unskilled are not doomed to remain unaware.…”

Section: Discussionmentioning

confidence: 99%

Unskilled but subjectively aware: Metacognitive monitoring ability and respective awareness in low-performing students

Händel

Fritzsche

2015

Mem Cogn

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Two studies were conducted to further examine the unskilled-and-unaware effect and to test whether lowperforming students are indeed unaware of their (expected) lower metacognitive monitoring abilities. Postdicted judgments of performance and second-order judgments (SOJs) were solicited to test students' metacognitive awareness. Given that global and local judgments tend to differ (the confidence-frequency effect), we investigated whether students' (un)awareness pertains to both types of judgments. A first study focusing on global judgments was conducted in a regular exam setting with 196 undergraduate education students. A second study with 115 undergraduate education students examined both global and local judgments. Local judgments were analyzed on an average level and according to different signal detection theory categories (hits, correct rejections, misses, and false alarms). In both studies, students were grouped in four performance quartiles. The results showed that lowperforming students highly overestimated their performance (they were functionally overconfident). However, their SOJs indicated that they were less confident in their judgments than the other students, and thus seemed to be aware of their low ability to estimate their own performance (they were not subjectively overconfident). This was observed for global as well as for averaged local SOJs. Moreover, an analysis of the local judgments revealed that students' SOJs varied depending not only on whether their judgments were accurate but also on whether or not they thought they knew the answer to an item. In sum, SOJs provide valuable information about students' metacognitive awareness.

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“…A general finding was that the bottom quartile performers, on average, vastly overestimated their performance while the top quartile performers were, on average, more accurate. When using relative performance measures, the latter even slightly underestimated their performance (Kruger & Dunning, 1999;Ehrlinger et al, 2008;Ryvkin et al, 2012;Schlösser, Dunning, Johnson, & Kruger, 2013). Krueger and Dunning (1999) explain this pattern in terms of differences in metacognitive skills between low-and high-skilled participants.…”

Section: Frameworkmentioning

confidence: 99%

“…Apart from the psychological literature, many researchers in other scientific disciplines seem to have accepted the Dunning-Kruger effect as a psychological fact that can be used to explain individuals' behavior, for example, in law (Tor, 2002), management science (Dane & Pratt, 2007), and medicine (Haun, Zeringue, Leach, & Foley, 2000). In apparent support of the Dunning-Kruger effect, a number of studies have shown that, for many different tasks, low performers usually vastly overestimate their performance while high performers are, on average, more accurate and often even slightly underestimate their performance (Kruger & Dunning, 1999;Burson, Larrick, & Klayman, 2006;Ehrlinger, Johnson, Banner, Dunning, & Kruger, 2008;Ryvkin, Krajč, & Ortmann, 2012).…”

Section: Introductionmentioning

confidence: 99%

Estimating the relationship between skill and overconfidence

Feld

Sauermann

Grip

2017

Journal of Behavioral and Experimental Economics

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The Dunning-Kruger effect states that the low skilled are overconfident while the high skilled are more accurate in assessing their skill. In apparent support of this effect, many studies have shown that low performers overestimate their performance while high performers are more accurate. This empirical pattern, however, might be a statistical artifact caused by measurement error. We are the first paper to consistently estimate the Dunning-Kruger effect using an instrumental variable approach. In the context of exam grade predictions of economics students, we use students' grade point average as an instrument for their skill. Our results support the existence of the Dunning-Kruger effect. JEL: D03; I23PsycINFO classification: 2220; 3040; 3120 Keywords: Overconfidence, judgment error, measurement error, instrumental variable * We thank Christian Kerckhoffs and Alexander Vostroknutov for access to their courses. We further thank Adam Booij, Thomas Dohmen, Jonas Lang, Anna Zseleva, and seminar participants at Maastricht University and IZA and especially Nicolas Salamanca for valuable comments on earlier drafts of this paper.

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Are the unskilled doomed to remain unaware?

Cited by 43 publications

References 52 publications

Influence of Fluid Intelligence on Accuracy of Metacognitive Monitoring in Preschool Children Fades with the Calibration Feedback

Influence of Fluid Intelligence on Accuracy of Metacognitive Monitoring in Preschool Children Fades with the Calibration Feedback

Unskilled but subjectively aware: Metacognitive monitoring ability and respective awareness in low-performing students

Estimating the relationship between skill and overconfidence

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