000			02358nam a22002777a 4500
005			20231107124647.0
008			231106b ||||| |||| 00| 0 eng d
022			_a0022-0973
037			_bRIEBPL Library
082			_a370.5
100			_aCharles J. Fitzsimmons et al...
245			_a Can feedback, correct, and incorrect worked examples improve numerical magnitude estimation precision? _b(Journal Article)
260			_aUSA _b:Taylor and Francis Group and Routledge _c,March 2023
300			_a20-45 p.
490			_aThe Journal of Experimental Education, Volume 91,2023 number 1
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract- 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.
650			_aNumber line estimation
650			_aconfidence judgments
650			_ametacognitive monitoring
650			_atransfer
650			_aworked examples
650			_alearning
856			_u https://www.tandfonline.com/doi/epdf/10.1080/00220973.2021.1891009?needAccess=true
942			_cPER
999			_c44769 _d44768