ERIC Number: ED238337
Record Type: RIE
Publication Date: 1983
Reference Count: 0
Training College Students to Assess Accurately What They Know and Don't Know.
Zechmeister, Eugene B.; And Others
A study was conducted to improve confidence judgment (CJ) accuracy of college students through training in discriminating known from unknown information. Both low- and high-achieving college students were given CJ tasks, consisting of general information questions, before and after a brief training session. In addition, as part of the initial CJ test, half the students in each achievement group were asked to provide reasons why they selected a particular answer. Training included personal feedback about each student's performance on the CJ pretest and discussions and written exercises directed toward teaching students to weigh carefully the evidence for why a particular answer was correct. Findings include the following: low achievers were more overconfident than were high achievers; the requirement to provide reasons for why an answer was correct reduced overconfidence for low, but not for high, achievers; and training led to significant improvement in CJ performance, although the effect was greater for low than for high achievers. It appears that high achievers were more likely to engage spontaneously in those cognitive activities that are important to making appropriate judgments about what is known. (Author/SW)
Descriptors: Behavioral Science Research, Cognitive Measurement, College Students, Confidence Testing, Decision Making, High Achievement, Higher Education, Knowledge Level, Low Achievement, Pretests Posttests, Response Style (Tests)
Psychology Department, Attn: Zechmeister, Loyola University of Chicago, 6525 N. Sheridan Road, Chicago, IL 60626.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Loyola Univ., Chicago, IL.