ERIC Number: ED444079
Record Type: RIE
Publication Date: 2000-May
Gender Differences in the Recall of Performance Feedback.
Beyer, Sylvia; Langenfeld, Kelly
This study tested whether gender differences in recall of performance feedback exist. Participants were 88 female and 68 male undergraduate students enrolled in introductory psychology courses at the University of Wisconsin-Parkside. They were presented with eight comments each (evaluative feedback) for both an English paper and a computer program. Participants were asked to imagine that either they or another student had written the paper or the program. The feedback for one of the two performance domains was mostly positive, the other mostly negative. After reading the performance feedback, participants were asked to guess the letter grade the professor had assigned to the paper or program and to rate the comments. Participants were then given a three minute surprise recall test of the performance feedback for both domains. Finally, participants were given a form listing each of the eight English paper and eight computer program comments. They were asked to rate the three comments that were most influential in determining the grade the professor has assigned the paper or program. The women estimated that the English paper had received higher grades than men did when the feedback was positive, but they estimated lower grades than men did when the feedback was negative. Thus, females reacted in a more polarized fashion to the performance feedback, indicating that they were somewhat more affected by the evaluative feedback than males. However, this effect was not found for the computer program. (Contains 39 references.) (MKA)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Conference of the Midwestern Psychological Association (Chicago, IL, May 4-6, 2000).