Feedback effects on attention to conceptual integration are moderated by age and control beliefs: only older adults with high control beliefs allocate more attention after high-performance feedback¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2010 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? A significant Feedback × Age × Control Beliefs interaction on attention to conceptual integration was driven by larger feedback effects among older adults with high control beliefs; older high-control adults receiving high-PFB allocated significantly more time to conceptual integration than those receiving low-PFB. → Soederberg Miller 2010

Evidence¶

Soederberg Miller 2010¶

Soederberg Miller, L. M., & West, R. L. (2010). The Effects of Age, Control Beliefs, and Feedback on Self-Regulation of Reading and Problem Solving. Experimental Aging Research, 36(1), 40-63. https://doi.org/10.1080/03610730903418380

q3 · i? · causal · r2

Hierarchical regression (Model 3) predicting attention to conceptual integration, estimated from segment-by-segment reading times in the false-feedback reading task. The article reports "a significant Feedback × Age × Control Beliefs interaction, β = .21, p < .05" with a Feedback × Age effect of β = .38, p = .05 among high-control participants but β = −.17, p > .10 among low-control participants.

"However, there was a significant Feedback × Age × Control Beliefs interaction, β = .21, p < .05. This interaction was due to a significant Feedback × Age effect among those with higher levels of control beliefs, β = .38, p = .05, but not among those who had lower levels, β = −.17, p > .10."

Soederberg Miller 2010 (2)¶

Soederberg Miller, L. M., & West, R. L. (2010). The Effects of Age, Control Beliefs, and Feedback on Self-Regulation of Reading and Problem Solving. Experimental Aging Research, 36(1), 40-63. https://doi.org/10.1080/03610730903418380

q3 · i? · causal · r2

Follow-up independent-samples t-tests decomposing the three-way interaction. The article reports "t(16) = 3.8, p < .001" for the older high-control contrast, while feedback differences within the three other groups (older low-control, young high-control, young low-control) were nonsignificant.

"Older adults with high control beliefs who received high-PFB allocated significantly more time to conceptual integration than did older adults with high control beliefs who received low-PFB, t(16) = 3.8, p < .001. Feedback differences within the three other groups were nonsignificant"

Discussion¶

Learner Variables¶

• Attention — outcome: instruction changes it

Related Claims¶

• High-performance feedback increases performance expectations more than low-performance feedback, with additive effects of age and control beliefs — related
• Problem solving accuracy showed age-related declines but no significant main effect of feedback; a marginal Age × Feedback interaction reflected age differences only within the high-PFB group — related
• The false feedback manipulation successfully altered performance beliefs: the high-PFB group rated their performance higher relative to age peers than the low-PFB group — related
• High-performance feedback increases self-efficacy more than low-performance feedback, with comparable effects across younger and older adults — related
• Prior math self-concept moderated positive feedback on self-concept: positive feedback strengthened pre-existing self-concept — related