Effects of feedback and test practice on recollection and retrieval monitoring: comparing first graders, third graders, and adults

Abstract

ABSTRACTWe tested the effects of repeated testing and feedback on recollection accuracy in first graders, third graders, and adults. All participants studied a list of words and pictures, and then took three recollection tests, with each test probing different words and pictures from the earlier study phase. On the first and third tests no feedback was given, whereas on the second test, some subjects received item-level feedback throughout the recollection test. Recollection confusion scores declined across successive tests in all age groups. However, explicit feedback did not improve recollection accuracy or reduce recollection confusions in any age group. We also found that all age groups were able to use picture recollections in a disqualifying monitoring strategy without task experience or feedback. As a whole, these findings suggest that children and adults can use some aspects of retrieval monitoring without feedback or practice, whereas other aspects of retrieval monitoring can benefit from test practice in children and adults. We discuss the potential roles of metacognitive learning and unintended social feedback on these test practice effects.