64 undergraduates enrolled in two sections of introductory psychology estimated their performance on each of four upcoming classroom tests. One section (n = 30, 14 men and 16 women) received extra credit for accurate predictions of their test scores and the other section (n = 34, 15 men and 19 women) received no reinforcement. On each of the four tests, the group who received reinforcement produced significantly more accurate predictions of their scores.
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