dc.contributor.author | Urban, Kamila | |
dc.contributor.author | Urban, Marek | |
dc.date.accessioned | 2024-07-03T15:15:51Z | |
dc.date.available | 2024-07-03T15:15:51Z | |
dc.date.issued | 2021 | |
dc.identifier.uri | https://hdl.handle.net/20.500.14178/2536 | |
dc.description.abstract | Preschool children are generally inaccurate at evaluating past and predicting future performance. The present study examines the effect of performance feedback on the accuracy of preschoolers' predictive judgments and tests whether performance feedback acts as an anchor for postdictive judgments. In Experiment 1, preschool children (n = 40) solved number patterns, and in Experiment 2 they solved object patterns (n = 59). The results in both experiments revealed, firstly,firstly, that children receiving performance feedback made more accurate predictive judgments and lowered their certainty after their incorrect answer. Secondly, the children relied on performance feedback more than on actual task experience when making postdictive judgments, indicating that performance feedback was used as an anchor for subsequent postdictive judgments. | en |
dc.language.iso | en | |
dc.relation.url | https://doi.org/10.5964/ejop.2397 | |
dc.rights | Creative Commons Uveďte původ 4.0 International | cs |
dc.rights | Creative Commons Attribution 4.0 International | en |
dc.title | Anchoring Effect of Performance Feedback on Accuracy of Metacognitive Monitoring in Preschool Children | en |
dcterms.accessRights | openAccess | |
dcterms.license | https://creativecommons.org/licenses/by/4.0/legalcode | |
dc.date.updated | 2024-07-03T15:15:51Z | |
dc.subject.keyword | preschool children | en |
dc.subject.keyword | metacognitive monitoring | en |
dc.subject.keyword | performance feedback | en |
dc.subject.keyword | anchoring effect | en |
dc.subject.keyword | predictive and postdictive judgments | en |
dc.relation.fundingReference | info:eu-repo/grantAgreement/UK/I-UK/I-FF | |
dc.date.embargoStartDate | 2024-07-03 | |
dc.type.obd | 73 | |
dc.type.version | info:eu-repo/semantics/publishedVersion | |
dc.identifier.doi | 10.5964/ejop.2397 | |
dc.identifier.utWos | 000624333100008 | |
dc.identifier.obd | 601255 | |
dc.identifier.riv | RIV/00216208:11210/21:10433597 | |
dc.identifier.pubmed | 33737977 | |
dc.subject.rivPrimary | 50000::50100::50101 | |
dcterms.isPartOf.name | Europe's Journal of Psychology | |
dcterms.isPartOf.issn | 1841-0413 | |
dcterms.isPartOf.journalYear | 2021 | |
dcterms.isPartOf.journalVolume | 17 | |
dcterms.isPartOf.journalIssue | 1 | |
uk.faculty.primaryId | 114 | |
uk.faculty.primaryName | Filozofická fakulta | cs |
uk.faculty.primaryName | Faculty of Arts | en |
uk.department.primaryId | 870 | |
uk.department.primaryName | Katedra psychologie | cs |
uk.department.primaryName | Department of Psychology | en |
dc.description.pageRange | 104-118 | |
dc.type.obdHierarchyCs | ČLÁNEK V ČASOPISU::článek v časopisu::původní článek | cs |
dc.type.obdHierarchyEn | JOURNAL ARTICLE::journal article::original article | en |
dc.type.obdHierarchyCode | 73::152::206 | en |
uk.displayTitle | Anchoring Effect of Performance Feedback on Accuracy of Metacognitive Monitoring in Preschool Children | en |