Prior research has demonstrated that young children are overconfident in their abilities to predict their performance on a variety of tasks (e.g. Lipko et al., 2009). According to the adaptivity hypothesis, such overconfidence is adaptive in that it leads to higher levels of motivation, better strategy use, and improved performance (e.g. Bjorklund et al., 1993). The current study is designed to evaluate three predictions which are based on the adaptivity hypothesis. According to this hypothesis, (a) children who give overconfident predictions for their performance on a picture recall task will recall more pictures than children whose predictions are less overconfident, (b) children who are more overconfident will persist longer on the study portion of the memory task and use more effective strategies than children who are less overconfident, and (c) persistence and strategy use will mediate the relationship between overconfidence on the memory task and actual recall performance.
|Presenters:||Stephanie Carlin (Undergraduate Student)
Elizabeth Morgan (Undergraduate Student)
Marisa Tripoli (Undergraduate Student)
|Time:||2:30 pm Session IV|
Writing @ The Graduate Level
6 pm - 7 pm