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Preschool Children's Judgments of Learning: The Effects of Delay and Practice

Lipowski, Stacy L.
http://rave.ohiolink.edu/etdc/view?acc_num=kent1310039966

Abstract Details

2011, PHD, Kent State University, College of Arts and Sciences / Department of Psychological Sciences.
Preschoolers’ ability to make judgments of learning (JOLs) was examined in three experiments in which they were taught proper names for various animals. In Experiment 1, when judgments were made immediately after a name had been taught, nearly every child predicted subsequent recall of every name. When judgments were made after a delay of a few minutes, fewer (14 of 29) showed this response tendency. The delayed JOLs of those who predicted at least one recall failure were still overconfident, however, and were not correlated with final recall. In Experiment 2, children received a second study trial with feedback, made yes-no JOLs after a delay, and then completed a forced-choice task. In the forced choice task, an animal whose name had been recalled previously was pitted against an animal whose name had not been recalled. Compared to Experiment 1, more children predicted at least one recall failure, and predictions were moderately accurate. In the forced choice task, well-learned items were readily distinguished from less well-learned ones, even by children whose yes-no JOLs had been inaccurate. Experiment 3 examined the effect of providing an additional retrieval attempt with feedback on delayed JOLs. Half of the children received a single study session and the others received an additional study session with feedback. The number who predicted at least one recall failure did not vary by group. However, children in the practice group showed less overconfidence than children in the no practice group. In the forced-choice task, both groups showed the same high level of performance as the children in Experiment 2.
Dr. William E. Merriman (Advisor)
Dr. John Dunlosky (Advisor)
Dr. Katherine Rawson (Committee Member)
Dr. Beth Wildman (Committee Member)
Dr. Christopher Was (Committee Member)
Dr. Janice Kroeger (Committee Member)
Cognitive Psychology; Developmental Psychology
metacognition; judgments of learning

Recommended Citations

Citations

  • Lipowski, S. L. (2011). Preschool Children's Judgments of Learning: The Effects of Delay and Practice [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1310039966

    APA Style (7th edition)

  • Lipowski, Stacy. Preschool Children's Judgments of Learning: The Effects of Delay and Practice. 2011. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1310039966.

    MLA Style (8th edition)

  • Lipowski, Stacy. "Preschool Children's Judgments of Learning: The Effects of Delay and Practice." Doctoral dissertation, Kent State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1310039966

    Chicago Manual of Style (17th edition)

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© 2011, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.