Cognitive Performance and Attention in the Classroom: An Interaction between Past and Present Academic Experiences.

Monteil, Jean Marc; And Others

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Peer reviewed

ERIC Number: EJ531713

Record Type: Journal

Publication Date: 1996

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-0663

EISSN: N/A

Available Date: N/A

Cognitive Performance and Attention in the Classroom: An Interaction between Past and Present Academic Experiences.

Monteil, Jean Marc; And Others

Journal of Educational Psychology, v88 n2 p242-48 Jun 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 experiences. (SLD)

Descriptors: Academic Achievement, Attention, Cognitive Processes, Educational Experience, Feedback, Foreign Countries, High Achievement, Interaction, Learning, Low Achievement, Males, Performance Factors, Prior Learning, Student Attitudes

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: France

Grant or Contract Numbers: N/A

Author Affiliations: N/A