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.
Highlights
Published: 23 January 2022For several cognitive processes, the transition from childhood to adulthood may depend on the confidence that the subject has in their own abilities
This study aimed to examine the role of corrective feedback in a laboratory setting at Thisage study aimed to examine role of corrective in is a laboratory setting an early of the development of the abstraction and logic.feedback
The current work proposed the analysis of reaction time (RT) components, as a strategy for implementation in the field of corrective feedback
Summary
The transition from childhood to adulthood may depend on the confidence that the subject has in their own abilities In this way, children’s performance is derived from their direct experiences with the environment and from the input of others [1]. A similar explanation can be found from the signal detection theory where corrective feedback is expected to affect recognition memory test performance by guiding participants in a better response criterion and increasing their sensitivity [9] Both points of view are of particular interest on an experimental level, Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations
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