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The effects of source and type of feedback on child witnesses’ metamemory accuracy
Högskolan i Borås, Institutionen för Pedagogik.
2005 (engelsk)Inngår i: Applied Cognitive Psychology, ISSN 0888-4080, E-ISSN 1099-0720, Vol. 19, nr 3, s. 331-344Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This study investigated the effect of feedback on the accuracy (realism) of 12-year-old children's metacognitive judgments of their answers to questions about a film clip. Two types of judgments were investigated: confidence judgments (on each question) and frequency judgments (i.e. estimates of overall accuracy). The source of feedback, whether it was presented as provided by a teacher or a peer child, did not influence metacognitive accuracy. Four types of feedback were given depending on whether the participant's answer was correct and depending on whether the feedback confirmed or disconfirmed the child's answer. The children showed large overconfidence when they received confirmatory feedback but much less so when they received disconfirmatory feedback. The children gave frequency judgments implying that they had more correct answers than they actually had. No main gender differences were found for any of the measures. The results indicate a high degree of malleability in children's metacognitive judgments.

sted, utgiver, år, opplag, sider
John Wiley & Sons Ltd. , 2005. Vol. 19, nr 3, s. 331-344
Emneord [en]
child witenesses, feedback, Forensic psychology
HSV kategori
Forskningsprogram
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
URN: urn:nbn:se:hb:diva-1478DOI: 10.1002/acp.1071Lokal ID: 2320/11905OAI: oai:DiVA.org:hb-1478DiVA, id: diva2:869535
Tilgjengelig fra: 2015-11-13 Laget: 2015-11-13 Sist oppdatert: 2017-12-09bibliografisk kontrollert

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Jonsson, Anna-Carin

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RefereraExporteraLink to record
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  • harvard1
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  • de-DE
  • en-GB
  • en-US
  • fi-FI
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