ERIC Number: ED370977
Record Type: RIE
Publication Date: 1994-Apr
Reference Count: N/A
When Two Heads Are Worse than One, Revisited: Confidence Resolutions by Individuals in Structured Learning Groups.
Puncochar, Judith; And Others
Individual and group assessments of quiz accuracy and students' discrimination of what they know and what they do not know regarding course material were examined using confidence ratings from 22 graduate students, 47 undergraduates, and their 23 heterogeneous learning groups over 6 quizzes. Students first took each multiple choice quiz as individuals and then as a group. Students received instruction regarding metamemory, confidence calibrations, and overconfidence after the first three quizzes. It was hypothesized that individuals and their groups would use this information to adjust their confidence ratings to discriminate appropriately between correct and wrong quiz answers. Within groups, students improved their accuracy, but did not appropriately adjust their confidence judgments. Moreover, the improved accuracy in groups came at a cost of increased confidence for wrong answers. Neither relevant information about metamemory nor assignment to structured learning groups was effective at improving students' assignments of confidence judgments, and may even have made it worse. Factors affecting group decision making appear to be high individual confidence and a majority effect, with educational status a marginally contributing component. There are six figures and two tables. (Contains 19 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Accuracy; Majority Role; Overconfidence
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994).