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The effects of source and type of feedback on child witnesses’ metamemory accuracy
University of Borås, School of Education and Behavioural Science.
2005 (English)In: Applied Cognitive Psychology, ISSN 0888-4080, E-ISSN 1099-0720, Vol. 19, no 3, 331-344 p.Article in journal (Refereed)
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.

Place, publisher, year, edition, pages
John Wiley & Sons Ltd. , 2005. Vol. 19, no 3, 331-344 p.
Keyword [en]
child witenesses, feedback, Forensic psychology
National Category
Social Sciences
Research subject
Teacher Education and Education Work
Identifiers
URN: urn:nbn:se:hb:diva-1478DOI: 10.1002/acp.1071Local ID: 2320/11905OAI: oai:DiVA.org:hb-1478DiVA: diva2:869535
Available from: 2015-11-13 Created: 2015-11-13

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Jonsson, Anna-Carin
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