Improving Error Recognition in Kindergarten: Effects of Feedback on Performance and Monitoring Accuracy

• In Event: Crown Plaza Roundtable Session 7
  In Roundtable Session: Executive Function, Emotional Development, and Learning

Abstract

Kindergartners have problems with recognition of their errors; this hinders self-regulation and school-readiness. We aimed to improve kindergartners’ error recognition by giving children feedback. Kindergartners (age 5 and 6, n = 101) completed problem solving tasks; children were either assigned to a Calibration Feedback (CF - combining feedback on performance with feedback on monitoring), Performance Feedback (PF), or a No-Feedback (NF) control group. Results show that children were overconfident and often did not recognize errors. Feedback improved error recognition; CF had more beneficial effects than PF. Findings indicate that young children can be supported to monitor their performance when immediate feedback addresses the relation between their performance and their monitoring judgments.

Author

• Mariette Van Loon, University of Bern