The Roles of Explanation and Feedback in False Belief Understanding: A Microgenetic Analysis
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| Title: | The Roles of Explanation and Feedback in False Belief Understanding: A Microgenetic Analysis |
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| Language: | English |
| Authors: | Guajardo, Nicole R., Petersen, Rachel, Marshall, Timothy R. |
| Source: | Journal of Genetic Psychology. 2013 174(3):225-252. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Role, Feedback (Response), Training, Cognitive Development, Beliefs, Young Children, Task Analysis, Language Processing, Generalization, Coding, Listening Comprehension, Statistical Analysis, Measures (Individuals) |
| Assessment and Survey Identifiers: | Test for Auditory Comprehension of Language |
| DOI: | 10.1080/00221325.2012.682101 |
| ISSN: | 0022-1325 |
| Abstract: | The authors examined effects of feedback and explanation on false belief performance. Thirty-three children (42-54 months; 15 girls, 18 boys) were randomly assigned to four treatment conditions: explanation, feedback, feedback researcher explains, and feedback child explains. Children completed false belief tasks during pretraining, 8 training sessions, and posttraining across 6 weeks. Language comprehension was assessed at pretraining. The authors hypothesized that children would improve most when training involved feedback and explanation. Generalized estimating equations modeling was used to analyze the data. Children who received feedback and generated explanations for characters' false beliefs improved across training sessions more so than children in other conditions. Children's explanations for false beliefs also were explored. Implications of the findings are discussed. (Contains 3 tables and 6 figures.) |
| Abstractor: | As Provided |
| Number of References: | 39 |
| Entry Date: | 2013 |
| Accession Number: | EJ1001427 |
| Database: | ERIC |
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| Abstract: | The authors examined effects of feedback and explanation on false belief performance. Thirty-three children (42-54 months; 15 girls, 18 boys) were randomly assigned to four treatment conditions: explanation, feedback, feedback researcher explains, and feedback child explains. Children completed false belief tasks during pretraining, 8 training sessions, and posttraining across 6 weeks. Language comprehension was assessed at pretraining. The authors hypothesized that children would improve most when training involved feedback and explanation. Generalized estimating equations modeling was used to analyze the data. Children who received feedback and generated explanations for characters' false beliefs improved across training sessions more so than children in other conditions. Children's explanations for false beliefs also were explored. Implications of the findings are discussed. (Contains 3 tables and 6 figures.) |
|---|---|
| ISSN: | 0022-1325 |
| DOI: | 10.1080/00221325.2012.682101 |
