Sequence learning under uncertainty in children: self-reflection vs. self-assertion
Article
Lange-Küttner, C., Averbeck, B., Hirsch, S., Wießner, I. and Lamba, N. 2012. Sequence learning under uncertainty in children: self-reflection vs. self-assertion. Frontiers in Psychology. 3. https://doi.org/10.3389/fpsyg.2012.00127
Type | Article |
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Title | Sequence learning under uncertainty in children: self-reflection vs. self-assertion |
Authors | Lange-Küttner, C., Averbeck, B., Hirsch, S., Wießner, I. and Lamba, N. |
Abstract | We know that stochastic feedback impairs children's associative stimulus-response (S-R) learning (Crone et al., 2004a; Eppinger et al., 2009), but the impact of stochastic feedback on sequence learning that involves deductive reasoning has not been not tested so far. In the current study, 8- to 11-year-old children (N = 171) learned a sequence of four left and right button presses, LLRR, RRLL, LRLR, RLRL, LRRL, and RLLR, which needed to be deduced from feedback because no directional cues were given. One group of children experienced consistent feedback only (deterministic feedback, 100% correct). In this condition, green feedback on the screen indicated that the children had been right when they were right, and red feedback indicated that the children had been wrong when they were wrong. Another group of children experienced inconsistent feedback (stochastic feedback, 85% correct, 15% false), where in some trials, green feedback on the screen could signal that children were right when in fact they were wrong, and red feedback could indicate that they were wrong when in fact they had been right. Independently of age, children's sequence learning in the stochastic condition was initially much lower than in the deterministic condition, but increased gradually and improved with practice. Responses toward positive vs. negative feedback varied with age. Children were increasingly able to understand that they could have been wrong when feedback indicated they were right (self-reflection), but they remained unable to understand that they could have been right when feedback indicated they were wrong (self-assertion). |
Keywords | sequence learning; learning under uncertainty; stochastic feedback; positive and negative feedback |
Sustainable Development Goals | 4 Quality education |
Middlesex University Theme | Health & Wellbeing |
Publisher | Frontiers Media |
Journal | Frontiers in Psychology |
ISSN | |
Electronic | 1664-1078 |
Publication dates | |
Online | 03 May 2012 |
03 May 2012 | |
Publication process dates | |
Deposited | 15 Sep 2022 |
Accepted | 11 Apr 2012 |
Submitted | 21 Feb 2012 |
Output status | Published |
Publisher's version | License File Access Level Open |
Copyright Statement | Copyright: © 2012 Lange-Küttner, Averbeck, Hirsch, Wießner and Lamba. This is an open-access article distributed under the terms of the Creative Commons Attribution Non Commercial License, which permits non-commercial use, distribution, and reproduction in other forums, provided the original authors and source are credited. |
Digital Object Identifier (DOI) | https://doi.org/10.3389/fpsyg.2012.00127 |
Web of Science identifier | WOS:000208863900139 |
Language | English |
https://repository.mdx.ac.uk/item/89x0v
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