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durations change as they transition into kindergarten (TtoK), 2) if changes to children’s
sleep schedules were contingent on their pre-kindergarten (T1) napping status and if T1
bedtimes were related to fall (T2) and spring (T3) bedtimes and durations, and 3) whether
T1 sleep, changes to sleep from T1 to T2, and concurrent sleep quality were related to
academic achievement and participation in 51 kindergarteners. It was hypothesized that
1) wake times would be earlier and sleep duration would be shorter during kindergarten
(T2 and T3) than at T1, 2) children who napped at T1 would go to bed later and have
shorter sleep duration than their non-napping peers and T1 bedtimes would be positively
associated with T2 and T3 bedtimes and negatively associated with T2 and T3 durations,
and 3) more optimal sleep (e.g., consolidated, consistent, and high quality) would be
positively related to academic achievement and participation. Parents reported on
children’s bedtimes, wake times, and nap lengths during T1, T2, and T3. During T3
children wore actigraphs for five consecutive school nights and completed the Woodcock
Johnson tests of achievement (WJ-III). Teachers also reported on children’s participation
in the classroom during T3. Results demonstrated that bedtimes and wake times were
earlier at T2 and T3 than T1. Duration was shorter at T2 and T3 than T1. Additionally,
napping was unrelated to bedtimes and durations, but T1 bedtime was positively related
to T2 and T3 bedtimes and negatively related to T2 and T3 durations. Finally, T1 nap
length, change in bedtimes, and Actigraphy duration were negatively related to
participation. Actigraphy onset variability was positively related to participation.
Web-Based Programming Grading Assistant: An Investigation of the Role of Students Reviewing Behavior
Students in academic environments receive near-constant feedback about both their own abilities as well as the performance of their peers which could significantly alter their cognitive and learning outcomes. This research investigates whether this social feedback concerning peer ability would improve students’ cognitive performance as measured by a visual working memory (VWM) task. Specifically, the present study provides either positive or negative feedback by means of peers’ performance to test for changes in the quality (memory precision) and the memorability (memory failure rate) of visual working memory representations. The effect of feedback on individual confidence was also examined, as feedback might impact subjective confidence instead of object task performance. Memory precision, participant guess rate, and confidence were compared across both halves of the experiment to determine potential time differences. Participants (N=105) were each administered a 300-trial Delayed Estimation Task to assess visual working memory ability. Participants were asked to rate their confidence in their task response after each trial and were all informed of their own response accuracy after every block of 30 trials. Along with personal feedback after each block, individuals were randomly assigned to view feedback ranking their performance as more or less accurate than other students. Results indicate a nonsignificant effect of peer feedback type on individual memory precision, guess rate, and confidence, which ran contrary to experimental hypotheses. These trends could have occurred due to the presence of participant-based moderating factors that could impact how certain individuals respond to feedback. Additionally, significant increases in both the precision of participants’ memory representations and the rate at which they guessed on the Delayed Estimation Task were observed across time. Together, these findings highlight the need for further research on the nuanced effects of social feedback on neural processing in order to improve student cognition over time.