The Effects of Immediate and Delayed Feedback on the Mastery and Retention of Cognitive Material on Adult Learners PDF Download
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Author: Frank D. Patton
Publisher:
ISBN:
Category : Feedback (Psychology)
Languages : en
Pages : 76
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Author: Frank D. Patton
Publisher:
ISBN:
Category : Feedback (Psychology)
Languages : en
Pages : 76
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Author: Arthur S. Tabachneck
Publisher:
ISBN:
Category : Feedback (Psychology)
Languages : en
Pages : 188
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Author: Abby Costello
Publisher:
ISBN:
Category : Feedback (Psychology)
Languages : en
Pages : 34
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The current research investigated the effect of feedback on the retention of paired associate vocabulary items after a delay that would be long enough to be relevant to the retention of comparable material in the real world. Participants learned twenty-six Swahili-English paired associates. Following three training trials, participants were given a recall test in which each Swahili word was presented, and participants typed the corresponding English word. One group of participants received feedback that was presented immediately following their initial responses and another group received feedback after a delay period. The final group did not receive any feedback. Then participants returned and took a second recall test after two days had passed. Results indicated that there was no significant interaction between feedback condition and the correctness of initial test responses. However, subsequent analysis indicated that when participants received immediate feedback following correct responses, recall was better than it was without feedback. Additionally, when participants received either immediate or delayed feedback following incorrect responses, they had a higher percentage correct on the final recall test than the no feedback group.
Author: University Microfilms, Incorporated
Publisher: University Microfilms
ISBN: 9780835708418
Category : Education
Languages : en
Pages : 796
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 994
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Author: Richard Arlen English
Publisher:
ISBN:
Category : Feedback (Psychology)
Languages : en
Pages : 362
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 580
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Book Description
Abstracts of dissertations available on microfilm or as xerographic reproductions.
Author: Susan A. Ambrose
Publisher: John Wiley & Sons
ISBN: 0470617608
Category : Education
Languages : en
Pages : 336
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Book Description
Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
Author: Bennet Bronson Murdock
Publisher: Halsted Press
ISBN:
Category : Psychology
Languages : en
Pages : 404
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Author: Laura Rosso Spartz
Publisher:
ISBN:
Category :
Languages : en
Pages : 146
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Book Description
