Remembering Responses and Cognitive Estimates of Knowing : The Effects of Instructions, Retrieval Sequences, and Feedback  

Oleh:

Kulhavy, Raymond W. ; Webb, James M. ; Pridemore, Doris R. ; Stock, William A. ; Henning, John E.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Contemporary Educational Psychology vol. 22 no. 02 (Apr. 1997), page 147-164.
Topik: FEEDBACKS; experiments; feedback; cognitive; feedback; retrieval sequences; instruction; effects; estimates; responses

Ketersediaan

Perpustakaan PKPM Nomor Panggil: C15 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Two experiments examined the effects of feedback on a person's ability to recall their responses to multiple-choice items and the confidence with which they made those responses within the context of a control theory of feedback processing. In Experiment 1, instructions to remember answers and confidence ratings (instructions vs no instructions) were varied with feedback for responding (feedback vs no feedback). In Experiment 2, all subjects received instructions to remember their responses, and feedback was varied with retrieval cue sequence : answer given first vs confidence rating given first. Feedback reduced the rate of error perseveration and decreased the likelihood of retrieving original answers. Subjects allocated more time to study feedback when they erred with a high level of confidence that they were correct. Subjects took less time to retrieve confidence ratings when they were given the answer first as a retrieval cue. Instructions to remember had no effect on recall. Results suggest that learners closely monitor their personal estimates of knowing in an effort to regulate future learning. The relationship of these personal estimates to feedback also provides an explanation for the phenomenon of hindsight bias.

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