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Peer reviewedMonteil, Jean Marc; And Others – Journal of Educational Psychology, 1996
The effects of performance feedback and social visibility on task performance and on incidental learning of peripheral stimuli were studied with 64 French male students, half high achievers and half low achievers. Both performance and allocation of attention were extremely sensitive to the consistency between students' past and present academic…
Descriptors: Academic Achievement, Attention, Cognitive Processes, Educational Experience
