کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
4940309 | 1436414 | 2017 | 11 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
The effect of anticipated achievement feedback on students' semantic processing as indicated by the N400 cloze effect
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کلمات کلیدی
موضوعات مرتبط
علوم انسانی و اجتماعی
روانشناسی
روانشناسی رشد و آموزشی
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چکیده انگلیسی
The present study examined the effects of anticipated achievement feedback on students' semantic processing on the neural level, using event-related brain potentials (ERPs). Participants (NÂ =Â 79) anticipated either self-referential or normative achievement feedback regarding an announced upcoming test. Additionally, their performance expectations (low vs. no expectations) were orthogonally manipulated. Subsequently, students' on-line semantic processing was assessed by measuring the N400 cloze effect, a component in the EEG signal of which the amplitude is associated with semantic processing. Within the low performance-expectation condition, no effect of anticipated feedback on semantic processing was found. Within the no-performance-expectation condition, participants anticipating self-referential feedback showed a more widely distributed N400 cloze effect than participants anticipating normative feedback. The results confirmed the hypothesis that the mere expectation of a particular type of feedback can affect students' semantic processes.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Instruction - Volume 47, February 2017, Pages 80-90
Journal: Learning and Instruction - Volume 47, February 2017, Pages 80-90
نویسندگان
Eva M. Janssen, Sanne H.G. van der Ven, Anne H. van Hoogmoed, Paul P.M. Leseman,