Using Feedback to Support Children When Monitoring and Controlling Their Learning

Loon, Mariëtte H. van; Roebers, Claudia M.

doi:10.1007/978-3-030-51673-4_8

Cited by 6 publications

(2 citation statements)

References 81 publications

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“…Feedback has also been shown to improve metacognitive ability (Van Loon & Roebers, 2021). In our study, we observed both feedback and development affected the relationship between metamemory and memory selectivity.…”

Section: Discussionmentioning

confidence: 99%

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Developmental differences in value-based remembering: The role of feedback and metacognition.

Anquillare¹,

Selmeczy²

2023

Developmental Psychology

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The ability to prioritize remembering explicitly valuable information is termed value-based remembering. Critically, the processes and contexts that support the development of value-based remembering are largely unknown. The present study examined the effects of feedback and metacognitive differences on value-based remembering in predominantly White adults from a Western university (N = 89) and children aged 9–14 years old recruited nationwide (N = 87). Participants completed an associative recognition task during which they memorized items worth varying point values under one of three feedback conditions (point feedback, memory-accuracy feedback, or no feedback). Developmental differences emerged such that children were most likely to selectively remember high-value items when receiving memory-accuracy feedback while adults were most selective when receiving point-based feedback. Furthermore, adults had more accurate metacognitive insight into how value impacted performance. These findings suggest developmental differences in the effects of feedback in value-based remembering and the role of metacognition.

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Section: Discussionmentioning

confidence: 99%

“…We also considered the alternative possibility that feedback may not always be beneficial. Processing feedback may be cognitively demanding and require shifting attention between task and feedback information (Van Loon & Roebers, 2021). Children's working memory capacity is limited compared with adults (Alloway & Alloway, 2013).…”

mentioning

confidence: 99%

Developmental differences in value-based remembering: The role of feedback and metacognition.

Anquillare¹,

Selmeczy²

2023

Developmental Psychology

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Revisiting the Metacognitive and Affective Model of Self-Regulated Learning: Origins, Development, and Future Directions

Efklides,

Schwartz

2024

Educ Psychol Rev

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Motivating children to (pre)monitor: positive effects on monitoring accuracy?

Wacker

Roebers

2023

Metacognition Learning

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When young children evaluate their confidence, their monitoring is often overoptimistic, that is, inaccurate. The present study investigated a potential underlying mechanism for kindergarteners’ and second graders’ overconfidence within a paired associates learning paradigm. We implemented a pre-monitoring phase motivating children to differentially evaluate their confidence for each alternative before children could choose an answer in the subsequent recognition phase. For one, we intended to weaken the influence of one single and prepotently selected memory trace. For another, we motivated and enabled children to evaluate all four answer alternatives concerning their certainty before evaluating their final recognition choice by giving a confidence judgment. We compared monitoring discrimination and monitoring bias with a control condition whose task sequence did not include a pre-monitoring judgment. Contrary to our expectations, the pattern of results indicated that being instructed to pre-monitor did increase and not decrease overconfidence in young children. The present results will be discussed against the background of memory-metamemory interaction, confirmation bias, and methodological issues.

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Using Feedback to Support Children When Monitoring and Controlling Their Learning

Cited by 6 publications

References 81 publications

Developmental differences in value-based remembering: The role of feedback and metacognition.

Developmental differences in value-based remembering: The role of feedback and metacognition.

Revisiting the Metacognitive and Affective Model of Self-Regulated Learning: Origins, Development, and Future Directions

Motivating children to (pre)monitor: positive effects on monitoring accuracy?

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