Receiving right/wrong feedback: Consequences for learning

被引：48

作者：

Fazio, Lisa K. ^{[1
]}

Huelser, Barbie J. ^{[1
]}

Johnson, Aaron ^{[1
]}

Marsh, Elizabeth J. ^{[1
]}

机构：

[1] Duke Univ, Durham, NC 27708 USA

来源：

MEMORY | 2010年 / 18卷 / 03期

关键词：

Feedback; Learning; LONG-TERM RETENTION; CONFIDENCE; MEMORY; INSTRUCTION; TEXT;

D O I：

10.1080/09658211003652491

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

Prior work suggests that receiving feedback that one's response was correct or incorrect (right/wrong feedback) does not help learners, as compared to not receiving any feedback at all (Pashler, Cepeda, Wixted, Rohrer, 2005). In three experiments we examined the generality of this conclusion. Right/wrong feedback did not aid error correction, regardless of whether participants learned facts embedded in prose (Experiment 1) or translations of foreign vocabulary (Experiment 2). While right/wrong feedback did not improve the overall retention of correct answers (Experiments 1 and 2), it facilitated retention of low-confidence correct answers (Experiment 3). Reviewing the original materials was very useful to learners, but this benefit was similar after receiving either right/wrong feedback or no feedback (Experiments 1 and 2). Overall, right/wrong feedback conveys some information to the learner, but is not nearly as useful as being told the correct answer or having the chance to review the to-be-learned materials.

引用

页码：335 / 350

页数：16

共 21 条

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