Effects of explicitation degree of adjustment criteria on the performance in identification and elaboration tasks

Abstract

This study evaluated the relationship between the degree of specificity of the adjustment criteria and the performance of university students in identification and elaboration tasks. Three groups were distinguished for the degree of criteria explicitation: specific (CE), non specific (NE) and without criteria (SC). After the reading of 5 texts, the participants were requested to answer the Test of Adjustment to Criteria (TAC), that consisted in the presentation of a series of questions in two modalities: identification and elaboration. The best performance was in the Group CE and the worst in the Group SC. although in a general way the performance for the three groups was higher in identification than in elaboration task. The results highlight

the importance of the specification of the adjustment criteria for a varied and effective performance.