Can feedback, correct, and incorrect worked examples improve numerical magnitude estimation precision? (Record no. 44769)
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| 000 -LEADER | |
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| fixed length control field | 02358nam a22002777a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20231107124647.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 231106b ||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER | |
| ISSN | 0022-0973 |
| 037 ## - SOURCE OF ACQUISITION | |
| Source of stock number/acquisition | RIEBPL Library |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 370.5 |
| 100 ## - MAIN ENTRY--AUTHOR NAME | |
| Personal name | Charles J. Fitzsimmons et al... |
| 245 ## - TITLE STATEMENT | |
| Title | Can feedback, correct, and incorrect worked examples improve numerical magnitude estimation precision? |
| Remainder of title | (Journal Article) |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | USA |
| Name of publisher | :Taylor and Francis Group and Routledge |
| Year of publication | ,March 2023 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Number of Pages | 20-45 p. |
| 490 ## - SERIES STATEMENT | |
| Series statement | The Journal of Experimental Education, Volume 91,2023 number 1 |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | ***______{For Hard Copy, Please visit Library.}________*** |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Abstract-<br/><br/> We investigated whether three interventions – studying incorrect worked examples, studying correct worked examples, or receiving feedback – improved children’s 0–1,000 (Experiment 1) and adults’ 1 thousand–1 billion (Experiment 2) number-line estimation precision relative to a no intervention control group. At pretest, participants estimated numbers on number lines (without feedback or examples) and judged their confidence in each estimate. They were then assigned to an intervention group, completed intervention trials, and then estimated numbers and judged their confidence at posttest. Children’s and adults’ confidence judgments did not increase from pretest to posttest. However, consistent with prior research, feedback improved children’s and adults’ estimation precision from pretest-to-posttest. Importantly, studying correct worked examples also improved precision, but studying incorrect worked examples did not. Although not all children benefited from training, those who did were able to transfer their knowledge to a number-categorization task. Adults in the feedback group were also able to transfer their learning. These outcomes highlight benefits of studying worked examples for improving children’s and adults’ estimation precision, but to obtain benefits, corrective feedback must be included.<br/><br/><br/> |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | Number line estimation |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | confidence judgments |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | metacognitive monitoring |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | transfer |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | worked examples |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | learning |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | https://www.tandfonline.com/doi/epdf/10.1080/00220973.2021.1891009?needAccess=true |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Periodicals |
| Lost status | Damaged status | Home library | Current library | Date acquired | Full call number | Koha item type |
|---|---|---|---|---|---|---|
| RIE BPL Library | RIE BPL Library | 07.11.2023 | 370.5 | Periodicals |