This study investigated the effects of expertise and cues of the performance-process on self-assessment, using a 2×2 factorial design with factors 'Expertise' (Lower vs. Higher) and 'Performance-Process Cue' (Cued vs. Non-cued). The cues, consisting of replays of integrated records of participants' eye movements and actions on the computer screen, were hypothesised to help the lower expertise group to remember and the higher expertise group to evaluate their task performance, by allowing them to review both physical actions (reflected in mouse/keyboard operations) and cognitive actions (reflected in eye movements) made during task performance. The results were in line with this hypothesis. Implications of these findings for self-assessment theory and the use of eye tracking recordings as a performance-process cue are discussed. Copyright,
Applied Cognitive Psychology
Department of Psychology

Kostons, D., van Gog, T., & Paas, F. (2009). How do I do? Investigating effects of expertise and performance-process records on self-assessment. Applied Cognitive Psychology, 23(9), 1256–1265. doi:10.1002/acp.1528