Subject-chosen feedback in a verbal learning task: Can accurate metacognitive monitoring allow one to correctly choose and benefit from feedback?

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dc.contributor.advisorLogan, Jessica M.en_US
dc.creatorMeyer, Ashley N. D.en_US
dc.date.accessioned2018-12-03T18:32:38Zen_US
dc.date.available2018-12-03T18:32:38Zen_US
dc.date.issued2009en_US
dc.description.abstractFeedback has been shown to be beneficial to learning, particularly in the verbal domain. An unexplored attribute of feedback that may affect feedback effectiveness is learners' ability to choose feedback when they want or need to receive it. Successful metacognitive monitoring may allow one to properly assess when one needs feedback and will, therefore, allow one to improve as much as if one had received automatic feedback. Thus, the effectiveness of subject-chosen feedback vs. automatic and no feedback was assessed while Rice University undergraduates attempted to learn foreign-language vocabulary. Subject-chosen and automatic feedback resulted in similar performance on immediate and delayed recall tests, despite inequities in total feedback received. Additionally, the use of deceptive stimuli showed that accurate metacognitive monitoring in the decision to receive feedback is quite robust and, therefore, subject-chosen feedback can still be beneficial in these circumstances.en_US
dc.format.extent77 ppen_US
dc.identifier.callnoTHESIS PSYCH. 2009 MEYERen_US
dc.identifier.citationMeyer, Ashley N. D.. "Subject-chosen feedback in a verbal learning task: Can accurate metacognitive monitoring allow one to correctly choose and benefit from feedback?." (2009) Master’s Thesis, Rice University. <a href="https://hdl.handle.net/1911/103686">https://hdl.handle.net/1911/103686</a>.en_US
dc.identifier.digital304988705en_US
dc.identifier.urihttps://hdl.handle.net/1911/103686en_US
dc.language.isoengen_US
dc.rightsCopyright is held by the author, unless otherwise indicated. Permission to reuse, publish, or reproduce the work beyond the bounds of fair use or other exemptions to copyright law must be obtained from the copyright holder.en_US
dc.subjectEducational psychologyen_US
dc.subjectExperimental psychologyen_US
dc.subjectCognitive psychologyen_US
dc.subjectEducationen_US
dc.subjectPsychologyen_US
dc.titleSubject-chosen feedback in a verbal learning task: Can accurate metacognitive monitoring allow one to correctly choose and benefit from feedback?en_US
dc.typeThesisen_US
dc.type.materialTexten_US
thesis.degree.departmentPsychologyen_US
thesis.degree.disciplineSocial Sciencesen_US
thesis.degree.grantorRice Universityen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Artsen_US
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