Giving and Receiving Feedback Flashcards
Describe Svenson’s (1981) study on self-ratings of driving (methods, results, conclusions). (2 points)
Svenson (1981) asked university students in the US and Sweden to “compare your own (driving) skill to the skills of the other people in this experiment (i.e. uni students]…”
They found that the majority of drivers believed they are safer and more skilful than the median driver (which is impossible), suggesting a self-enhancement bias for driving.
What is the confirmation bias? (1 point)
Confirmation bias (Nickerson, 1998) is the tendency to search for, interpret, favour, and recall information in a way that confirms one’s pre-existing beliefs or hypotheses, while giving disproportionately less consideration to alternative possibilities.
(search for, interpret, favour, and recall information)
(More to our own hypothesis - Less to alternative)
What is the positive attributional bias? (1 point)
If you ask people to rate the extent to which they were responsible for a positive or negative event, they will claim responsibility for positive events but say negative events were caused by other factors.
(Event attributed to me if good)
(Event not attributed to me if bad)
Which age groups showed the greatest positive attributional bias? (1 point)
The bias was present in nearly all samples.
greatest for CHILDREN and OLDER ADULTS adults
What is the “sandwich” approach to feedback? (1 point)
The “sandwich approach” involves surrounding critical feedback with positive feedback (e.g. Cantillon & Sargeant, 2008).
“Compliment sandwich”
What criticisms have been made of the “sandwich” approach to feedback? (1 point)
can undermine/dilute the negative feedback
If you want to say something nice, be careful that it’s not at the expense of the important critical point you wanted to make.
What is the SHARP structured feedback tool and what did Ahmed et al. (2013) find when they evaluated it? (2 points)
SHARP is a feedback tool that was developed for surgeons
(before surgery)
S set learning objectives
(After surgery)
H how did it go
A address concerns
R review learning points
P plan ahead
They found debriefing quality scores improved significantly after introducing the “SHARP” tool.
According to Salmoni et al. (1984) when does “knowledge of results” feedback have a negative effect? (2 points)
“Knowledge of results” feedback is not always a good thing for improving a motor skill.
Salmoni et al. (1984) proposed that frequent immediate feedback, in the context of motor learning, helps immediate performance – but is bad for long-term learning.
This is because it provides a crutch to prop up performance during learning – which is no longer there on a delayed test. Slightly delayed feedback was considered more effective.
(your feedback improves your immediate performance - but is not retained)
Describe the empirically-supported benefits that have been associated with actively seeking out feedback. (2 points)
Higher performance ratings
greater goal attainment and greater learning
better adaptation, socialisation, job satisfaction, and lower inclination to quit your job
What difference did Blackwell et al (2007) find between students who believed intelligence was changeable and students who believed intelligence was fixed? (1 point)
Blackwell et al. (2007) found that school students who believed intelligence is malleable had an upwards grade trajectory, while those who believed it is fixed had a flat grade trajectory.
What EXPERIMENTAL study did Blackwell et al (2007) conduct involving growth mindset training (methods, results)? (1 point)
METHOD: Compared those taught a “growth” mindset (gaining an appreciation that you can improve your performance in pretty much anything if you want to) to a control group
Results: found that those who were taught a “growth” mindset ended up being much more highly motivated learners than a control group
(Taught the mindset that the sky is the limit - resulted in higher motivation to learn)
