engleski

Metacognitive assessment of visual search tasks by 5th and 8th grade children

In order to test if young children (8th and 5th graders) adjust their evaluations based on different sources of performance, we presented them with 2 visual search tasks, a conjunction and feature search. After each task the children performed a performance evaluation on a 7 point scale based on speed and accuracy. The results show no differences in reaction time and mistakes made between the two groups. Evaluation was higher for the feature search when compared to the conjunction search. The task order effect shows participants lowered their self-evaluations depending on which task was performedfirst. Those who performed the feature search first, lowered their assessment for the conjunction search, while those who performed the tasks in reverse order increased their assessment for the feature search. Correlations show a significant positive connection between reaction time and performance evaluation in the conjunction task but not the feature task. The results also show negative connections between performance evaluations and mistakes made in both tasks. These connections are more pronounced for 5th graders. It seems children take into account some but not all performance indicators and younger children base their assessment more on a single indicator. This has further implications for accurate feedback in more complex tasks, especially concerning learning in the context of self-regulated learning.

metacognition; visual search; self-regulation; self-evaluation

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