Age and Ability to Process Positive Feedback

Arbel et al. (2018) explored the correlation between age and response to feedback in students age 8 to 14 years old. The researchers began with the belief that feedback processing is an executive functioning skill that develops with age. They aimed to discover how feedback processing affects learning performance for students of different ages. Participants were presented with a series of unfamiliar stimuli and were asked to learn whether the stimuli required a response or not based on feedback received. The researchers used electroencephalogram (EEG) data to see the brain’s response to positive and negative feedback. Results revealed that for negative feedback, there was not difference on speed or accuracy of responses for different age groups. With positive feedback, an increase in age was related to higher learning as exhibited by faster processing and correct responses. These results imply that older students with higher executive functioning (developed with age) are better at learning from positive feedback. (Arbel et al., 2018)

In my spring semester research, I will examine how 9 year old students learn from feedback and self-reflection. This study suggests that for younger participants, the students may benefit from learning how to process feedback. The ability to process feedback falls under their executive functioning skills. (Arbel et al., 2018)

If learning from feedback is challenging for my younger participants, how will I encourage them to process positive feedback effectively? Will I see a correlation between a student’s ability to process positive feedback and their academic performance on mathematics assessments?

Reference

Arbel, Y., Mccarty, K. N., Goldman, M., Donchin, E., & Brumback, T. (2018). Developmental changes in the feedback related negativity from 8 to 14 years.International Journal of Psychophysiology,132, 331-337. doi:10.1016/j.ijpsycho.2018.01.004