Receiving right/wrong feedback: Consequences for learning

Memory

Volumn 18, Issue 3, 2010, Pages 335-350

  Fazio, Lisa K ^a   Huelser, Barbie J ^a   Johnson, Aaron ^a   Marsh, Elizabeth J ^a  

^a DUKE UNIVERSITY   (United States)

Author keywords

Feedback; Learning

Indexed keywords

ADAPTIVE BEHAVIOR; ANALYSIS OF VARIANCE; ARTICLE; HUMAN; LANGUAGE; LEARNING; LINGUISTICS; MEMORY; PSYCHOLOGIC TEST; READING; REINFORCEMENT; TIME;

ANALYSIS OF VARIANCE; FEEDBACK, PSYCHOLOGICAL; HUMANS; LANGUAGE; LEARNING; MEMORY; PSYCHOLOGICAL TESTS; READING; REINFORCEMENT (PSYCHOLOGY); TIME FACTORS; VOCABULARY;

EID: 77951697625     PISSN: 09658211     EISSN: 14640686     Source Type: Journal    
DOI: 10.1080/09658211003652491     Document Type: Article

References (21)

1. Bjork, R. A. (1994). Memory and metamemory considerations in the training of human beings. In J. Metcalfe & A. P. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 185-205). Cambridge, MA: MIT Press.
2. Bromage, B. K., & Mayer, R. E. (1986). Quantitative and qualitative effects of repetition on learning from technical text. Journal of Educational Psychology, 78, 271-278.
3. Butler, A., Karpicke, J., & Roediger, H. L. III (2008). Correcting a metacognitive error: Feedback increases retention of low-confidence correct responses. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34, 918-928.
4. Butterfield, B., & Metcalfe, J. (2001). Errors committed with high confidence are hypercorrected. Journal of Experimental Psychology: Learning, Memory, Cognition, 27, 1491-1494.
5. Butterfield, B., & Metcalfe, J. (2006). The correction of errors committed with high confidence. Metacognition and Learning, 1, 69-84.
6. Dempster, F. N. (1988). The spacing effect: A case study in the failure to apply the results of psychological research. American Psychologist, 43, 627-634.
7. Fazio, L. K., & Marsh, E. J. (2009). Surprising feedback enhances later memory. Psychonomic Bulletin and Review, 16, 88-92.
8. Glover, J. A. (1989). The 'testing' phenomenon: Not gone but nearly forgotten. Journal of Educational Psychology, 81, 392-399.
9. Guthrie, J. T. (1971). Feedback and sentence learning. Journal of Verbal Learning and Verbal Behavior, 10, 23-28.
10. Haenggi, D., & Perfetti, C. A. (1992). Individual difference in reprocessing of text. Journal of Educational Psychology, 84, 182-192.
11. Jarvis, B. G. (2004). DirectRT (Version 2004.1.0.55) [computer software]. New York: Empirisoft Corporation.
12. Kang, S. H. K., McDermottt, K. B., & Roediger, H. L. III (2007). Test format and corrective feedback modify the effect of testing on long-term retention. European Journal of Cognitive Psychology, 19, 528-558.
13. Melton, A. W. (1970). The situation with respect to the spacing of repetitions and memory. Journal of Verbal Learning and Verbal Behavior, 9, 596-606.
14. Pashler, H., Cepeda, N. J., Wixted, J. T., & Rohrer, D. (2005). When does feedback facilitate learning of words? Journal of Experimental Psychology: Learning, Memory, and Cognition, 31, 3-8.
15. Roediger, H. L. III, & Karpicke, J. D. (2006). Testenhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17, 249-255.
16. Roediger, H. L. III, & Marsh, E. J. (2005). The positive and negative consequence of multiple-choice testing. Journal of Experimental Psychology: Learning, Memory, & Cognition, 31, 1155-1159.
17. Roper, W. J. (1977). Feedback in computer assisted instruction. Programmed Learning and Educational Technology, 14, 43-49.
18. Schmidt, R. A., & Bjork, R. A. (1992). New conceptualizations of practice: Common principles in three paradigms suggest new concepts for training. Psychological Science, 3, 207-217.
19. Swindell, L. K., & Walls, W. F. (1993). Response confidence and the delay retention effect. Contemporary Educational Psychology, 18, 363-375.
20. Waldrop, P. B., Justen, J. E. III, & Adams, T. M. II. (1986). A comparison of three types of feedback in a computer-assisted instruction task. Educational Technology, 26, 43-45.
21. Wentling, T. L. (1973). Mastery versus nonmastery instruction with varying test item feedback treatments. Journal of Educational Psychology, 65, 50-58.