The effects of source and type of feedback on child witnesses’ meta-memory accuracy.
This study investigated the effect of feedback on the accuracy (realism) of 12-year-old children’s metacognitive judgments of their answers to questions about a film clip. Two types of judgments were investigated: confidence judgments (on each question) and frequency judgments (i.e., estimates of overall accuracy). The source of feedback, whether it was presented as provided by a teacher or a peer