The Effects of Immediate and Delayed Feedback on the Retention of Factual and Rule Learning PDF Download
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Author: Arthur S. Tabachneck
Publisher:
ISBN:
Category : Feedback (Psychology)
Languages : en
Pages : 188
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Book Description
Author: Arthur S. Tabachneck
Publisher:
ISBN:
Category : Feedback (Psychology)
Languages : en
Pages : 188
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Book Description
Author: Frank D. Patton
Publisher:
ISBN:
Category : Feedback (Psychology)
Languages : en
Pages : 76
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Book Description
Author: Troy Anthony Smith
Publisher: ProQuest
ISBN: 9780549144113
Category : Cognitive psychology
Languages : en
Pages :
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Book Description
Current theoretical accounts of feedback timing effects on retention are problematic. Some predict that delayed feedback should lead to better retention; others predict that immediate feedback should lead to better retention. Previous empirical findings are unclear: Some studies have found an advantage for delayed feedback, some an advantage for immediate feedback, and some no difference. In three experiments involving new semantic learning, I tested the extent to which spacing and lag effects can account for these seemingly contradictory findings, based on predictions of the new theory of disuse (Bjork & Bjork, 1992). Experiment 1 compared the effects of timing variations for repeated study trials, repeated test trials, and feedback trials. Experiments 2 and 3 examined the effects of restudy and retest trials following immediate and delayed feedback, and the impact of varying study-feedback lag. Results support the spacing hypothesis and challenge competing theories of feedback timing.
Author: Laura Rosso Spartz
Publisher:
ISBN:
Category :
Languages : en
Pages : 146
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Book Description
Author: Abby Costello
Publisher:
ISBN:
Category : Feedback (Psychology)
Languages : en
Pages : 34
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Book Description
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:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 596
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Book Description
Author: David H. Jonassen
Publisher: Taylor & Francis
ISBN: 0805841458
Category : Education
Languages : en
Pages : 1195
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Book Description
This edition of this handbook updates and expands its review of the research, theory, issues and methodology that constitute the field of educational communications and technology. Organized into seven sectors, it profiles and integrates the following elements of this rapidly changing field.
Author: Sherry Reiche
Publisher:
ISBN:
Category : Feedback (Psychology)
Languages : en
Pages : 264
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Book Description
Author: Richard Arlen English
Publisher:
ISBN:
Category : Feedback (Psychology)
Languages : en
Pages : 362
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Book Description
Author: David Jonassen
Publisher: Routledge
ISBN: 1135637369
Category : Education
Languages : en
Pages : 1195
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Book Description
First Published in 2008. Routledge is an imprint of Taylor & Francis, an informa company.
