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Children's ability to adjust their standards for evaluating comprehension

Children's ability to adjust their standards for evaluating comprehension 144 children 8 and 10 yrs of age listened to essays that contained either false statements or inconsistencies. They were asked to indicate which essays had problems in them. The 1st group of Ss was simply informed that some of the essays contained problems. A 2nd group was additionally told that some of the statements would be false and was given examples of falsehoods. A 3rd group was told instead that some of the essays would be inconsistent and was given examples of inconsistencies. Under neutral instructions, the rate of problem detection was quite low for both age groups. Specific instructions helped Ss find problems. Moreover, the relative order of difficulty in finding falsehoods and inconsistencies shifted depending on the instructional set, suggesting that the instruction enabled Ss to adjust their standard of evaluation. (9 ref) http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Educational Psychology American Psychological Association

Children's ability to adjust their standards for evaluating comprehension

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References (9)

Publisher
American Psychological Association
Copyright
Copyright © 1981 American Psychological Association
ISSN
0022-0663
eISSN
1939-2176
DOI
10.1037/0022-0663.73.3.320
Publisher site
See Article on Publisher Site

Abstract

144 children 8 and 10 yrs of age listened to essays that contained either false statements or inconsistencies. They were asked to indicate which essays had problems in them. The 1st group of Ss was simply informed that some of the essays contained problems. A 2nd group was additionally told that some of the statements would be false and was given examples of falsehoods. A 3rd group was told instead that some of the essays would be inconsistent and was given examples of inconsistencies. Under neutral instructions, the rate of problem detection was quite low for both age groups. Specific instructions helped Ss find problems. Moreover, the relative order of difficulty in finding falsehoods and inconsistencies shifted depending on the instructional set, suggesting that the instruction enabled Ss to adjust their standard of evaluation. (9 ref)

Journal

Journal of Educational Psychology – American Psychological Association

Published: Jun 1, 1981

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