The Neurocognitive Development of Episodic Prospection and Its Implications for Academic Achievement

Prabhakar, Janani; Coughlin, Christine; Ghetti, Simona

doi:10.1111/mbe.12124

Cited by 22 publications

(21 citation statements)

References 82 publications

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“…Education experts often advise feedback-givers to focus on the future: the main purpose of feedback, after all, is to foster future improvement (Kluger & DeNisi, 1996). In line with this reasoning, thinking about one's own future can encourage people to take decisions and actions that are of distal rather than only proximal benefit (see Prabhakar, Coughlin, & Ghetti, 2016). Not only do many education experts perceive greater value in directive feedback, but students, too, typically prefer receiving feedback about improvement, rather than feedback about what they did well or badly in the past (Winstone et al, 2016).…”

Section: Evaluative Vs Directive Feedbackmentioning

confidence: 99%

A memory advantage for past-oriented over future-oriented performance feedback.

Nash¹,

Winstone²,

Gregory³

et al. 2018

Journal of Experimental Psychology: Learning, Memory, and Cogni

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People frequently receive performance feedback that describes how well they achieved in the past, and how they could improve in future. In educational contexts, future-oriented (directive) feedback is often argued to be more valuable to learners than past-oriented (evaluative) feedback; critically, prior research led us to predict that it should also be better remembered. We tested this prediction in six experiments. Subjects read written feedback containing evaluative and directive comments, which supposedly related to essays they had previously written (Experiments 1-2), or to essays another person had written (Experiments 3-6). Subjects then tried to reproduce the feedback from memory after a short delay. In all six experiments, the data strongly revealed the opposite effect to the one we predicted: despite only small differences in wording, evaluative feedback was in fact recalled consistently better than directive feedback. Furthermore, even when adult subjects did recall directive feedback, they frequently misremembered it in an evaluative style. These findings appear at odds with the position that being oriented toward the future is advantageous to memory. They also raise important questions about the possible behavioral effects and generalizability of such biases, in terms of students' academic performance. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

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Section: Evaluative Vs Directive Feedbackmentioning

confidence: 99%

A memory advantage for past-oriented over future-oriented performance feedback.

Nash¹,

Winstone²,

Gregory³

et al. 2018

Journal of Experimental Psychology: Learning, Memory, and Cogni

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“…The academic self‐concept provides an individual with a concept about his or her academic abilities (Becker & Neumann, ; Prabhakar, Coughlin, & Ghetti, ). Individuals form their academic self‐concept by evaluating and reconsidering their behavior in performance‐related situations (Goetz, Preckel, Zeidner, & Schleyer, ; Marsh & Craven, ).…”

Section: Students' Academic Self‐conceptmentioning

confidence: 99%

Effects of Self‐Concept on Restoring a Positive Motivational State After an Exam‐Like Situation

Wimmer

Paechter

Lackner

et al. 2019

Mind Brain and Education

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Exams often trigger avoidance motivation and a tendency to withdraw; instead, an approach‐oriented motivational state would be more desirable, since this encourages an invigorated and persistent approach to tasks. This study investigated the role of academic self‐concept on the activation of relative approach versus avoidance motivation during the course of an exam‐like situation. In 62 university students (50 women), academic self‐concept was assessed using self‐ratings, and activation of approach versus avoidance motivation was assessed by using the electroencephalogram alpha asymmetry response. Academic self‐concept proved to be an important moderator of motivational responses during the challenging situation. A more negative self‐concept was related to sustained decrease in approach motivation, to rumination, and to worsened mood. In contrast, a positive self‐concept was related to more positive mood and activation of approach motivation even beyond task completion. The findings have educational implications, for instance, for the design of exams and performance feedback.

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“…In this article, I review progress in our understanding of the development of the ability to imagine future scenarios and organize action accordingly. Different terminology has been used to describe this capacity, including mental time travel into the future , episodic future thinking , episodic foresight , episodic prospection , and future‐oriented mental time travel . To match the brevity of the term episodic memory , a special issue of Cognitive Development on this topic suggested using the term episodic foresight , which I do here.…”

mentioning

confidence: 99%

The Emergence of Episodic Foresight and Its Consequences

Suddendorf

2017

Child Dev Perspectives

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Imagining future events and adjusting current behavior accordingly is a hallmark of human cognition. The development of such episodic foresight is attracting increasing research attention. In this article, I review a selection of recent work on the emergence of episodic foresight and its role in different domains, including learning, deliberate practice, affective forecasting, intertemporal choices, and anxiety. Studies suggest that during the preschool years, children begin to consider future scenarios, enabling them to plan, prepare, and shape their future, but many other consequences, such as the role of developing foresight in anticipating hazards, remain unexamined. The potential predictive effects of early individual differences in episodic foresight on later cognitive capacities and developmental outcomes deserve closer scrutiny.

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The Neurocognitive Development of Episodic Prospection and Its Implications for Academic Achievement

Cited by 22 publications

References 82 publications

A memory advantage for past-oriented over future-oriented performance feedback.

A memory advantage for past-oriented over future-oriented performance feedback.

Effects of Self‐Concept on Restoring a Positive Motivational State After an Exam‐Like Situation

The Emergence of Episodic Foresight and Its Consequences

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