Learning to make good decisions: A self-regulation perspective
Learning to make good decisions: A self-regulation perspective
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DOI：
10.1111/1467-8624.00082
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发表时间：
1999-09-01
影响因子：
4.6
通讯作者：
Reynolds, M
中科院分区：
文献类型：
--
作者：
Byrnes, JP;Miller, DC;Reynolds, M
进行了两项研究，以确定反馈可以在多大程度上改善青少年和成年人的决策。在实验1中，96名八年级学生和成年人参与了一项任务，要求在简单和困难的问题之间做出选择。两种类型的反馈（即，口头和结果）被用来帮助参与者识别最有可能为他们赢得分数的问题类型。结果表明：（1）两组学生都没有从口头反馈中获益;（2）成年人比八年级学生从结果反馈中获益更多。在实验2中，两种类型的反馈再次采用的医疗决策任务的背景下。55名成年人和青少年参加了会议。在实验1中发现，成年人似乎比青少年更受益于反馈。此外，智力与表现无关。结果解释的角度内的自我调节模型的决策。
Two studies were conducted to determine the extent to which feedback could improve the decision-making of adolescents and adults. In Experiment 1, 96 eighth graders and adults engaged in a task that required a choice between easy and hard questions. Two types of feedback (i.e., verbal and outcome) were used to help participants identify the type of question that would be most likely to earn them points. Results showed that (1) neither group benefited from verbal feedback, and (2) adults benefited more from outcome feedback than eighth graders. In Experiment 2, two types of feedback were once again employed in the context of a medical decision-making task. Fifty-five adults and adolescents participated. As was found in Experiment 1, adults seemed to benefit more from feedback than adolescents. In addition, intelligence was unrelated to performance. The results are interpreted within the perspective of a self-regulation model of decision-making.