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Moret-Tatay C, Vaquer-Cardona E, Bernabé-Valero G, Blasco-Magraner JS, Sáiz-Mauleón B, Jorques-Infante MJ, Iborra-Marmolejo I, Beneyto-Arrojo MJ. The Effect of Corrective Feedback in Basic Cognitive Tasks: A Study in Early Childhood. CHILDREN (BASEL, SWITZERLAND) 2022; 9:children9020145. [PMID: 35204866 PMCID: PMC8870716 DOI: 10.3390/children9020145] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/20/2021] [Revised: 01/19/2022] [Accepted: 01/21/2022] [Indexed: 11/30/2022]
Abstract
The aim of this study was to examine the effect of trial-by-trial corrective feedback in a go-no-go task for children. A sample of 40 preschool students, divided into 4- and 5-year-olds, participated in the study, as well as a group of 20 university students. All the groups performed the task in a counterbalanced design of blocks with and without corrective feedback. Reaction time and accuracy rate were measured as dependent variables. Moreover, reaction time was also analyzed through an ex-Gaussian fit. Children were slightly more accurate and slower under the presence of corrective feedback, suggesting a more conservative pattern. University students were faster, but corrective feedback did not reach the statistical level. Regarding reaction time components, a reduction of the distribution tails, depicted by the τ parameter, was found for both groups under the corrective feedback condition. This suggests that parameterization of reaction time can be considered as a strategy for a more detailed analysis to examine the effect of corrective feedback, even at early ages. In this way, corrective feedback depicted beneficial effects in the τ parameter at early ages, suggesting its use in basic cognitive tasks based on go-no-go but not for older groups.
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Affiliation(s)
- Carmen Moret-Tatay
- MEB Lab, Faculty of Psychology, Universidad Católica de Valencia San Vicente Mártir, Avenida de la Ilustración, 2, 46100 Burjassot, Spain; (E.V.-C.); (G.B.-V.); (M.J.J.-I.); (I.I.-M.); (M.J.B.-A.)
- Dipartimento di Neuroscienze Salute Mentale e Organi di Senso (NESMOS), La Sapienza University of Rome, 00185 Rome, Italy
- Correspondence:
| | - Enrique Vaquer-Cardona
- MEB Lab, Faculty of Psychology, Universidad Católica de Valencia San Vicente Mártir, Avenida de la Ilustración, 2, 46100 Burjassot, Spain; (E.V.-C.); (G.B.-V.); (M.J.J.-I.); (I.I.-M.); (M.J.B.-A.)
| | - Gloria Bernabé-Valero
- MEB Lab, Faculty of Psychology, Universidad Católica de Valencia San Vicente Mártir, Avenida de la Ilustración, 2, 46100 Burjassot, Spain; (E.V.-C.); (G.B.-V.); (M.J.J.-I.); (I.I.-M.); (M.J.B.-A.)
| | - José Salvador Blasco-Magraner
- Department of Didactics of Musical, Plastic and Corporal Expression, Faculty of Teaching, Av. Tarongers 4, 46022 Valencia, Spain;
| | - Begoña Sáiz-Mauleón
- Escuela Técnica Superior de Ingeniería del Diseño (ETSID), Universitat Politècnica de València (UPV), Camino de Vera, s/n, 46022 Valencia, Spain;
| | - María José Jorques-Infante
- MEB Lab, Faculty of Psychology, Universidad Católica de Valencia San Vicente Mártir, Avenida de la Ilustración, 2, 46100 Burjassot, Spain; (E.V.-C.); (G.B.-V.); (M.J.J.-I.); (I.I.-M.); (M.J.B.-A.)
| | - Isabel Iborra-Marmolejo
- MEB Lab, Faculty of Psychology, Universidad Católica de Valencia San Vicente Mártir, Avenida de la Ilustración, 2, 46100 Burjassot, Spain; (E.V.-C.); (G.B.-V.); (M.J.J.-I.); (I.I.-M.); (M.J.B.-A.)
| | - María José Beneyto-Arrojo
- MEB Lab, Faculty of Psychology, Universidad Católica de Valencia San Vicente Mártir, Avenida de la Ilustración, 2, 46100 Burjassot, Spain; (E.V.-C.); (G.B.-V.); (M.J.J.-I.); (I.I.-M.); (M.J.B.-A.)
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Patson ND, Hupp JM. Conceptual Factors Influence Children's Distributivity Bias. The Journal of General Psychology 2018; 145:225-237. [PMID: 29869952 DOI: 10.1080/00221309.2018.1464432] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
Abstract
Sentences such as "The girls read a book" can lead to multiple interpretations: They could be reading the same book (collective) or they could each be reading their own book (distributive). In ambiguous contexts, adults prefer the collective interpretation, and preschool children show a slight bias for a distributive interpretation. The current research investigated whether conceptual factors (number of actors) influences interpretations of these kinds of predicates. The data with children show a stronger collective bias when there are four actors compared to two actors. This may be because children are more likely to conceptualize groups of four (vs. two) as sets rather than collections of individuals. These data are discussed with reference to research on visual and conceptual integration abilities, showing that children lag behind in their ability to combine components into a whole in comparison to parsing objects into their component parts.
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Pouretemad H, Mokhtari S. Is Detecting a Target in a Compound Geometric Shape Influenced by Stimulus Density? A Developmental Study. JAPANESE PSYCHOLOGICAL RESEARCH 2018. [DOI: 10.1111/jpr.12193] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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