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

Autori
Dujmović, Marin ; Valerjev, Pavle

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
XXII Naučni skup Empirijska istraživanja u psihologiji - Knjiga rezimea / - Beograd : Laboratorija za eksperimentalnu psihologiju Beograd, 2016, 86-87

Skup
XXII Naučni skup Empirijska istraživanja u psihologiji

Mjesto i datum
Beograd, Srbija, 18.03.2016. - 20.03.2016

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

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

Sažetak
Self-regulation includes the capability of children to accurately identify sources of performance and construct informative self-evaluations. To test if young children (21 8th graders, and 19 5th graders) adjust their evaluations based on different sources of performance we presented them with two visual search tasks. A conjunction and feature search in which the goal was to decide whether the object (the letter O) was present among distractors (letters Q for the conjunction, and letters N for the feature task). After each task children performed a performance assessment on a 7 point scale based on speed and accuracy. Sources of performance were: task order, mistakes made, and reaction time. Results show no differences in reaction time and mistakes made between the two groups. Mixed 2x2 ANOVA shows a significant effect of task order (F(1, 38) = 36.29, p < .01), and task type (F(1, 38) = 7.96, p < .01) on meta-cognitive assessment. Evaluation was higher for feature search compared to conjunction search. The task order effect shows participants lowered their self-evaluations depending on which task was first performed. Those who performed the feature search first, lowered their assessment for conjunction search, while those who performed the tasks in reversed order increased their assessment for feature search. It is important to notice that post-hoc tests show no difference in evaluations between groups for their first task (feature for one group, conjunctive for the other). Pearson correlations show a significant positive connection between reaction time and performance evaluation (r = .38, df = 38, p < .05) in the conjunction task but not the feature task. Gamma correlations were calculated to test connections between mistakes made and performance evaluations. The results show negative connections between performance evaluations and mistakes made in feature search (Г = -.32, p < .05), as well as conjunctive search (Г = -.64, p < .01). These connections are more pronounced for 5th graders, for whom gamma between feature search and evaluation is Г = -.71, p < .01 compared to non-significant for 8th graders, and Г = -.81, p < .01 for conjunctive search compared to Г = -0.43, p < .05 for 8th graders. It seems children take into account some but not all performance indicators and that younger children base their assessment more on a single performance indicator. This has further implications for accurate feedback in more complex tasks, especially concerning studying and learning.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija

POVEZANOST RADA