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Scholars Day: April 9, 2014

The Influence of Picture Performance Information on Preschoolers’ Overconfidence

Preschoolers’ persistent overconfidence has been established in the developmental literature using cognitive and physical tasks (e.g., Lipko-Speed, 2013; Schneider, 1998). The current research seeks to replicate one possible explanation for preschoolers’ overconfidence, the wishful thinking hypothesis. Sixty three children (M= 5 years, 0 months) predicted their performance on a ball throwing task. They provided a wish prediction (number of balls wished to make into bucket) and an actual performance prediction (number of balls thought to make into bucket). The experimental group received information about another child’s performance on the same task before making their actual predictions. All children then completed the task. Children’s predictions were higher than their actual performance on the task, but those in the experimental group were less overconfident than those in the control group. This suggests that presenting preschoolers with another child’s performance picture information lowers their overconfidence for the task at hand.


Please note that presentation times are approximate. If you are interested in attending sessions with multiple presentations, please be in the room at the start of the session.
Presenter: Elizabeth Morgan (Undergraduate Student)
Topic: Psychology
Location: 26/28/Hartwell
Time: 1:35 pm Session III