I Deserve More! Crediting Own and Others' Recognition Performance in Kindergartners and Second Graders

• In Event: Poster Session 6
  In Poster Session: Social and Cultural Influences on Learning and Motivation

Abstract

Children have difficulties evaluating their own learning performance but might be better able to evaluate their peers’ performance. We investigated how well children (kindergartners and second graders) were able to evaluate their own and others’ recognition performance in a pair-associate learning task, and how these evaluations of recognition responses were affected by task experience. Children gave more credit to their own test responses than to others’ test responses. Moreover, second graders were better at discriminating between inaccurate and accurate test performance than kindergartners. With task experience, children gave more credit to their own recognition performance, but not to that of others’. Presumably wishful thinking and repeated task experience lead to overconfidence when evaluating one’s own performance.

Authors

• Mariette Van Loon, University of Bern

• Manuela Spiess, University of Bern

• Nesrin Destan, University of Bern

• Anique De Bruin, Erasmus University

• Claudia Roebers, University of Bern