Children's ability to discriminate between correct and incorrect answers did not change over training regardless of group¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Relative monitoring accuracy (discrimination) showed no significant change from pretest to posttest, independent of condition. → Kristin Kolloff 2025
Evidence¶
Kristin Kolloff 2025¶
Kristin Kolloff, Ebru Ger, Claudia M. Roebers. (2025). The role of metacognitive experience: Can feedback training affect kindergarteners' monitoring accuracy? Metacognition and Learning. https://doi.org/10.1007/s11409-025-09422-4
q3 · i? · causal · r2
Linear mixed model on relative monitoring accuracy found measurement point and both feedback conditions were non-significant predictors. The article states children's ability to discriminate between correct and incorrect answers did not change over training, contrary to expectations.
"measurement point was not a significant predictor (γ = 0.02, SE = 0.10, t (214) = 0.19, p = 0.85). Further, we found no main effects for MC Monitoring Feedback yielded (γ = 0.03, SE = 0.15, t(214) = 2.13, p = 0.83)"
Discussion¶
Related Claims¶
- Neither monitoring feedback nor performance feedback improved kindergarteners' monitoring accuracy relative to an active control — possibly the same claim (merge candidate)
- Overconfidence (bias) decreased from pretest to posttest across all groups including control, with no group differences — related
- Pre-monitoring does not significantly improve children's relative monitoring accuracy (discrimination between correct and incorrect answers) — related
- Practice with feedback, regardless of feedback type, improves metacognitive calibration relative to lecture, reducing overconfidence by about 13 percentage points — related
- Feedback training did not change children's cue utilization despite repeated metacognitive experiences — related
- Monitoring discrimination and overconfidence improve with age between kindergarten and second grade — related
- Prolonged practice yields no evidence of improvement in discrimination for the intensity of sound — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
discrimination-unchanged-after-training |
title |
Children's ability to discriminate between correct and incorrect answers did not change over training regardless of group |
description |
Children's ability to discriminate between correct and incorrect answers did not change over training regardless of group |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — kristin-kolloff-2025 |
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