Abstract :
[en] In three experiments, we investigated whether the feedback effect on the accuracy of
children’s metacognitive judgments results from an improvement in monitoring
processes or the use of the Anchoring-and-Adjustment heuristic. Experiment 1 revealed
that adding feedback increased the accuracy of young children’s (aged 4, 6, and 8
years) memory prediction. In Experiment 2, the influence of an external anchor on
children’s metacognitive judgment was established. Finally, in Experiment 3, two
memory tasks that differed in terms of difficulty were administered. Participants were
randomly assigned to an anchoring (high/low/no anchor) and a feedback (feedback/no
feedback) condition. Results demonstrated that children in the feedback condition
adjusted their predictions toward the feedback, regardless of the task’s difficulty. These
findings are consistent with the hypothesis that external information provided by
feedback is used as an anchor for judgment. This interpretation is strengthened by the
correlation found between the two scores computed to assess participants’
susceptibility to anchoring and feedback effects, which indicates that children who are
more sensitive to the anchoring effect are also more sensitive to the feedback effect.
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