Acquisition and retention of esperanto: The case for error correction and immediate feedback

Psychological Record

Volumn 56, Issue 2, 2006, Pages 205-218

  Brosvic, Gary M ^a   Epstein, Michael L ^a   Dihoff, Roberta E ^b   Cook, Michael J ^a  

^a RIDER UNIVERSITY   (United States)

^b ROWAN UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33744778714     PISSN: 00332933     EISSN: None     Source Type: Journal    
DOI: 10.1007/BF03395545     Document Type: Article

References (15)

1. AMMONS, R. B. (1956). Effects of knowledge of performance: A survey of theoretical formulation. Journal of General Psychology, 54, 279-299.
2. ANDERSON, D. I., MAGILL, R. A., & SEKLYA, H. (2001). Motor learning as a function of KR schedule and characteristics of task-intrinsic feedback. Journal of Motor Behavior, 33, 59-66.
3. BRACKBILL, Y., BRAVOS, A., & STARR, R. H. (1962). Delay-improved retention of a difficult task. Journal of Comparative and Physiological Psychology, 55, 947-952.
4. BROWN, A. S. (1986). Experiencing misspellings and spelling performance: Why wrong isn't right. Journal of Educational Psychology, 80, 488-494.
5. BROWN, A. S., SCHILLING, H., & HOCKENSMITH, M. L.(1999). The negative suggestion effect: Pondering incorrect alternatives may be hazardous to your knowledge. Journal of Educational Psychology, 91, 756-764.
6. BROSVIC, G. M., EPSTEIN, M. L., COOK, M. J., & DIHOFF, R. E. (2005). Efficacy of error for the correction of initially incorrect assumptions and of feedback for the affirmation of correct responding: Learning in the classroom. The Psychological Record, 55, 401-418.
7. DIHOFF, R. E., BROSVIC, G. M., & EPSTEIN, M. L. (2003). The role of feedback during academic testing: The delay retention effect revisited. The Psychological Record, 53, 533-548.
8. DIHOFF, R. E., BROSVIC, G. M., & EPSTEIN, M. L. (2004). Provision of feedback during preparation for academic testing: Learning is enhanced by immediate but not delayed feedback. The Psychological Record, 54, 207-231.
9. EPSTEIN, M. L., BROSVIC, G. M., DIHOFF, R. E., LAZARUS, A. D., & COSTNER, K. L. (2003). Effectiveness of feedback during the testing of preschool children, elementary school children, and adolescents with developmental delays. The Psychological Record, 53, 177-195.
10. EPSTEIN, M. L., LAZARUS, A. D., CALVANO, T. B., MATTHEWS, K. A., HENDEL, R. A., EPSTEIN, B. B., & BROSVIC, G. M. (2002). Immediate feedback assessment technique promotes learning and corrects inaccurate first responses. The Psychological Record, 52, 187-201.
11. KULHAVY, R. W., & ANDERSON, R. C. (1972). Delay-retention effects with multiple choice tests. Journal of Educational Psychology, 63, 505-512.
12. PEECK, J., VAN DEN BOSCH, A. B., & KREUPELING, W. J. (1985). Effects of informative feedback in relation to retention of initial responses. Contemporary Educational Psychology, 10, 303-313.
13. REMMERS, H. H., & REMMERS, E. M. (1926). The negative suggestion effect of true-false examination questions. Journal of Educational Psychology, 17, 52-56.
14. SURBER, J. R., & ANDERSON, A. C. (1975). Delay-retention effect in natural classroom settings. Journal of Educational Psychology, 67, 170-173.
15. WELLS, J. C. (1992). Concise Esperanto and English Dictionary. New York: McGraw-Hill.