Correcting a metacognitive error: feedback increases retention of low-confidence correct responses

Previous studies investigating posttest feedback have generally conceptualized feedback as a method for correcting erroneous responses, giving virtually no consideration to how feedback might promote learning of correct responses. Here, the authors show that when correct responses are made with low confidence, feedback serves to correct this initial metacognitive error, enhancing retention of low-confidence correct responses. In 2 experiments, subjects took an initial multiple-choice test on general knowledge facts and made a confidence judgment after each response. Feedback was provided for half of the questions, and retention was assessed by a final cued-recall test. Taking the initial test improved retention relative to not testing, and feedback further enhanced performance. Consistent with prior research, feedback improved retention by allowing subjects to correct initially erroneous responses. Of more importance, feedback also doubled the retention of correct low-confidence responses, relative to providing no feedback. The function of feedback is to correct both memory errors and metacognitive errors.     

Collective memories of three wars in United States history in younger and older adults

A collective memory is a representation of the past that is shared by members of a group. We investigated similarities and differences in the collective memories of younger and older adults for three major wars in U.S. history (the Civil War, World War II, and the Iraq War). Both groups were alive during the recent Iraq War, but only the older subjects were alive during World War II, and both groups learned about the Civil War from historical sources. Subjects recalled the 10 most important events that occurred during each war and then evaluated the emotional valence, the relative importance, and their level of knowledge for each event. They also estimated the percentage of people that would share their memory of each event within their age group and the other age group. Although most historical events were recalled by fewer than 25 % of subjects, younger and older adults commonly recalled a core set of events for each war that conform to a narrative structure that may be fundamental to collective remembering. Younger adults showed greater consensus in the events that they recalled for all three wars, relative to older adults, but there was less consensus in both groups for the Iraq War. Whereas younger adults recalled more specific events of short duration, older adults recalled more extended and summarized events of long duration. Our study shows that collective memories can be studied empirically and can differ depending on whether the events are experienced personally or learned from historical sources.     

An experimental investigation into the effects of uncertainty on rational behaviour in two person symmetric games

This paper reports the results of two experiments to investigate the effects of payoff alterations in two-person symmetric games. The initial experiment involved 60 subjects, each of whom could earn from £0 to £15, depending on the interaction of their decisions and the unknown decisions of one other person. All decisions were made without feedback to isolate the impact on subjects' behaviour of the game's parameters. A primary aim was to see if the games had strategically distinct structures, or whether uncertainty over the choice rule of others would influence choice behaviour and lessen this independence. An alternative model of rational choice, making allowance for uncertainty in the decision environment, was proposed to capture subjects' behaviour. The results indicated that the frontiers of most of the games had no impact on choice behaviour other than through the magnitude of the change in payoffs. The model received strong support across an identifiable set of ‘frontierless’ games. However, the variety of games was not sufficient to provide a comprehensive test. A second experiment was recently held to close these gaps. Fifty subjects took part, each of whom earned from A$0 to A$24, averaging A$17. The findings provided broad additional support for the theory.     

Suppression of reflexive saccades in younger and older adults: Age comparisons on an antisaccade task

Inhibitory control of prepotent responses has been examined by using the antisaccade task, during which a reflexive saccade toward a peripheral onset must be suppressed before an eye movement in the opposite direction from the onset can be executed. In the present experiments, we sought to determine whether older and younger adults would perform similarly on this task. Older adults had a harder time suppressing their reflexive responses, as measured by an increase in the proportion of saccade direction errors. Despite an age-related decline in saccade direction accuracy, the increase in saccade latency associated with the antisaccade condition was the same for both younger and older adults. These results support the view that the effectiveness of inhibitory control declines with age (Hasher & Zacks, 1988; Hasher, Zacks, & May, 1999).     

Selective attention and target search with brief visual displays

In a series of four experiments, subjects were presented with eight item arrays tachistoscopically. In two tasks, the subject was required to recall a digit presented among seven letters or a letter among seven digits. The remaining tasks required the subject to detect the presence of a specific letter either in the context of seven random letters or seven digits. An examination of the effects of a masking stimulus for various target positions suggested that subjects could attend selectively when the target was a different category than its context but had to process the entire array when the target was the same category as the context. The effects of selective attention and masking are explained in terms of parallel and sequential identification processes.