Feedback both helps and hinders learning: The causal role of prior knowledge

Journal of Educational Psychology

Volumn 108, Issue 1, 2016, Pages 82-97

  Fyfe, Emily R ^a   Rittle Johnson, Bethany ^a  

^a VANDERBILT UNIVERSITY   (United States)

Author keywords

Feedback; Mathematics learning; Prior knowledge; Problem solving

Indexed keywords

EID: 84954361323     PISSN: 00220663     EISSN: 19392176     Source Type: Journal    
DOI: 10.1037/edu0000053     Document Type: Article

References (75)

1. Alfieri, L., Brooks, P.J., Aldrich, N.J., & Tenenbaum, H.R. (2011). Does discovery-based instruction enhance learning? Journal of Educational Psychology, 103, 1-18. http://dx.doi.org/10.1037/a0021017.
2. Alibali, M.W. (1999). How children change their minds: Strategy change can be gradual or abrupt. Developmental Psychology, 35, 127-145. http://dx.doi.org/10.1037/0012-1649.35.1.127.
3. Alibali, M.W., Phillips, K.M. O., & Fischer, A.D. (2009). Learning new problem-solving strategies leads to changes in problem representation. Cognitive Development, 24, 89-101. http://dx.doi.org/10.1016/j.cogdev.2008.12.005.
4. Bangert-Drowns, R.L., Kulik, C.-L. C., Kulik, J.A., & Morgan, M. (1991). The instructional effect of feedback in test-like events. Review of Educational Research, 61, 213-238. http://dx.doi.org/10.3102/00346543061002213.
5. Bohlmann, N.L., & Fenson, L. (2005). The effects of feedback on perseverative errors in preschool aged children. Journal of Cognition and Development, 6, 119-131. http://dx.doi.org/10.1207/s15327647jcd0601_7.
6. Brainerd, C.J. (1972). Reinforcement and reversibility in quantity conservation acquisition. Psychonomic Science, 27, 114-116. http://dx.doi.org/ 10.3758/BF03328907.
7. Butler, A.C., Karpicke, J.D., & Roediger, H.L., III. (2007). The effect of type and timing of feedback on learning from multiple-choice tests. Journal of Experimental Psychology: Applied, 13, 273-281. http://dx.doi.org/10.1037/1076-898X.13.4.273.
8. Butler, D.L., & Winne, P.H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245-281. http://dx.doi.org/10.3102/00346543065003245.
9. Chesney, D.L., McNeil, N.M., Matthews, P.G., Byrd, C.E., Petersen, L.A., Wheeler, M.C.,. . Dunwiddie, A.E. (2014). Organization matters: Mental organization of addition knowledge relates to understanding math equivalence in symbolic form. Cognitive Development, 30, 30-46. http://dx.doi.org/10.1016/j.cogdev.2014.01.001.
10. Clariana, R.B., Wagner, D., & Roher Murphy, L.C. (2000). Applying a connectionist description of feedback timing. Educational Technology Research and Development, 48, 5-22. http://dx.doi.org/10.1007/BF02319855.
11. Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Erlbaum.
12. Coyle, T.R., & Bjorklund, D.F. (1997). Age differences in, and consequences of, multiple- and variable-strategy use on a multitrial sort-recall task. Developmental Psychology, 33, 372-380. http://dx.doi.org/10.1037/0012-1649.33.2.372.
13. Cronbach, L.J., & Snow, R.E. (1977). Aptitudes and instructional methods: A handbook for research on interactions. New York, NY: Irvington.
14. Evans, M.A., Barraball, L., & Eberle, T. (1998). Parental response to miscues during child-to-parent book reading. Journal of Applied Developmental Psychology, 19, 67-84. http://dx.doi.org/10.1016/S0193-3973(99)80028-8.
15. Falkner, K.P., Levi, L., & Carpenter, T.P. (1999). Children's understanding of equality: A foundation for algebra. Teaching Children Mathematics, 6, 232-236.
16. Frantom, C.G., Green, K.E., & Hoffman, E.R. (2002). Measure development: The children's attitudes toward technology scale (CATS). Journal of Educational Computing Research, 26, 249-263. http://dx.doi.org/10.2190/DWAF-8LEQ-74TN-BL37.
17. Fyfe, E.R., DeCaro, M.S., & Rittle-Johnson, B. (2015). When feedback is cognitively-demanding: The importance of working memory capacity. Instructional Science, 43, 73-91. http://dx.doi.org/10.1007/s11251-014-9323-8.
18. Fyfe, E.R., Rittle-Johnson, B., & DeCaro, M.S. (2012). The effects of feedback during exploratory mathematics problem solving: Prior knowledge matters. Journal of Educational Psychology, 104, 1094-1108. http://dx.doi.org/10.1037/a0028389.
19. Gaddes, W.H., & Crockett, D.J. (1975). The Spreen-Benton aphasia tests, normative data as a measure of normal language development. Brain and Language, 2, 257-280. http://dx.doi.org/10.1016/S0093-934X(75)80070-8.
20. Gielen, S., Peeters, E., Dochy, F., Onghena, P., & Struyven, K. (2010). Improving the effectiveness of peer feedback on learning. Learning and Instruction, 20, 304-315. http://dx.doi.org/10.1016/j.learninstruc.2009.08.007.
21. Hart, S.G., & Staveland, L.E. (1988). Development of NASA-TLX: Results of experimental and theoretical research. In P. A. Hancock & N. Meshkati (Eds.), Human mental workload (pp. 139-183). Amsterdam, The Netherlands: North-Holland. http://dx.doi.org/10.1016/S0166-4115(08)62386-9.
22. Hattie, J., & Gan, M. (2011). Instruction based on feedback. In R. Mayer & P. Alexander (Eds.), Handbook of research on learning and instruction (pp. 249-271). New York, NY: Routledge.
23. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81-112. http://dx.doi.org/10.3102/003465430298487.
24. Hattikudur, S., & Alibali, M.W. (2010). Learning about the equal sign: Does comparing with inequality symbols help? Journal of Experimental Child Psychology, 107, 15-30. http://dx.doi.org/10.1016/j.jecp.2010.03.004.
25. Hofer, S., Nussbaumer, D., & Schneider, M. (2011, August/September). Practice without feedback can increase the adaptivity of strategy choices. In J. Torbeyns (Chair), Strategy flexibility: Analyzing its related structures and processes. Symposium presented at the EARLI Conference, Exeter, England.
26. Hoover-Dempsey, K.V., Battiato, A.C., Walker, J.T., Reed, R.P., DeJong, J.M., & Jones, K.P. (2001). Parental involvement in homework. Educational Psychologist, 36, 195-209. http://dx.doi.org/10.1207/S15326985EP3603_5.
27. Kalyuga, S. (2007). Expertise reversal effect and its implications for learner-tailored instruction. Educational Psychology Review, 19, 509-539. http://dx.doi.org/10.1007/s10648-007-9054-3.
28. Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003). The expertise reversal effect. Educational Psychologist, 38, 23-31. http://dx.doi.org/10.1207/S15326985EP3801_4.
29. Kamins, M.L., & Dweck, C.S. (1999). Person versus process praise and criticism: Implications for contingent self-worth and coping. Developmental Psychology, 35, 835-847. http://dx.doi.org/10.1037/0012-1649.35.3.835.
30. Kapur, M. (2012). Productive failure in learning the concept of variance. Instructional Science, 40, 651-672. http://dx.doi.org/10.1007/s11251-012-9209-6.
31. Kieran, C. (1981). Concepts associated with the equality symbol. Educational Studies in Mathematics, 12, 317-326. http://dx.doi.org/10.1007/BF00311062.
32. Kluger, A.N., & Adler, S. (1993). Person-versus computer-mediated feedback. Computers in Human Behavior, 9, 1-16. http://dx.doi.org/10.1016/0747-5632(93)90017-M.
33. Kluger, A.N., & DeNisi, A. (1996). Effects of feedback intervention on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254-284. http://dx.doi.org/10.1037/0033-2909.119.2.254.
34. Knuth, E.J., Stephens, A.C., McNeil, N.M., & Alibali, M.W. (2006). Does understanding the equal sign matter? Evidence from solving equations. Journal for Research in Mathematics Education, 37, 297-312.
35. Krause, U.-M., Stark, R., & Mandl, H. (2009). The effects of cooperative learning and feedback on e-learning in statistics. Learning and Instruction, 19, 158-170. http://dx.doi.org/10.1016/j.learninstruc.2008.03.003.
36. Kulhavy, R.W. (1977). Feedback in written instruction. Review of Educational Research, 47, 211-232. http://dx.doi.org/10.3102/00346543047002211.
37. Langer, E.J. (2000). Mindful learning. Current Directions in Psychological Science, 9, 220-223. http://dx.doi.org/10.1111/1467-8721.00099.
38. Luwel, K., Foustana, A., Papadatos, Y., & Verschaffel, L. (2011). The role of intelligence and feedback in children's strategy competence. Journal of Experimental Child Psychology, 108, 61-76. http://dx.doi.org/ 10.1016/j.jecp.2010.06.001.
39. Mason, J.R., & Bruning, R. (2001). Providing feedback in computer-based instruction: What research tells us. Lincoln: University of Nebraska, Center of Instructional Innovation. Retrieved from http://dwb4.unl.edu/ dwb/Research/MB/MasonBruning.html.
40. Matthews, P., & Rittle-Johnson, B. (2009). In pursuit of knowledge: Comparing self-explanations, concepts, and procedures as pedagogical tools. Journal of Experimental Child Psychology, 104, 1-21. http://dx .doi.org/10.1016/j.jecp.2008.08.004.
41. Matthews, P.G., Rittle-Johnson, B., McEldoon, K., & Taylor, R. (2012). Measure for measure: What combining diverse measures reveals about children's understanding of the equal sign as an indicator of mathematical equality. Journal for Research in Mathematics Education, 43, 220-254.
42. McGilly, K., & Siegler, R.S. (1989). How children choose among serial recall strategies. Child Development, 60, 172-182. http://dx.doi.org/ 10.2307/1131083.
43. McNeil, N.M. (2008). Limitations to teaching children 2 = 2 + 4: Typical arithmetic problems can hinder learning of mathematical equivalence. Child Development, 79, 1524-1537. http://dx.doi.org/10.1111/j.1467-8624.2008.01203.x.
44. McNeil, N.M., & Alibali, M.W. (2005). Why won't you change your mind? Knowledge of operational patterns hinders learning and performance on equations. Child Development, 76, 883-899. http://dx.doi.org/ 10.1111/j.1467-8624.2005.00884.x.
45. McNeil, N.M., Fyfe, E.R., Petersen, L.A., Dunwiddie, A.E., & Brletic-Shipley, H. (2011). Benefits of practicing 4 = 2 + 2: Nontraditional problem formats facilitate children's understanding of mathematical equivalence. Child Development, 82, 1620-1633. http://dx.doi.org/ 10.1111/j.1467-8624.2011.01622.x.
46. Miyake, A., & Shah, P. (Eds.). (1999). Models of WM: Mechanisms of active maintenance and executive control. New York, NY: Cambridge University Press. http://dx.doi.org/10.1017/CBO9781139174909.
47. Moreno, R. (2004). Decreasing cognitive load for novice students: Effects of explanatory versus corrective feedback in discovery-based multimedia. Instructional Science, 32, 99-113. http://dx.doi.org/10.1023/B: TRUC. 0000021811.66966.1d.
48. Mory, E.H. (2004). Feedback research revisited. In D. Jonassen (Ed.), Handbook of research on educational communications and technology: A project for the Association for Educational Communications and Technology (2nd ed., pp. 745-783). Mahwah, NJ: Erlbaum.
49. Narciss, S., & Huth, K. (2004). How to design informative tutoring feedback for multi-media learning. In H. M. Niegemann, D. Leutner, & R. Brunken (Eds.), Instructional design for multimedia learning (pp. 181-195). Munster, NY: Waxman.
50. Narciss, S., & Huth, K. (2006). Fostering achievement and motivation with bug-related tutoring feedback in a computer-based training for written subtraction. Learning and Instruction, 16, 310-322. http://dx.doi.org/ 10.1016/j.learninstruc.2006.07.003.
51. National Council of Teachers of Mathematics. (2014). Principles to action: Ensuring mathematical success for all. Reston, VA: Author.
52. Nihalani, P.K., Mayrath, M., & Robinson, D.H. (2011). When feedback harms and collaboration helps in computer simulation environments: An expertise reversal effect. Journal of Educational Psychology, 103, 776-785. http://dx.doi.org/10.1037/a0025276.
53. Nussbaumer, D., Schneider, M., & Stern, E. (2014). The influence of feedback on the flexibility of strategy choices in algebra problem solving. In P. Bello, M. Guarini, M. McShane, & B. Scassllati (Eds.), Proceedings of the thirty-sixth annual conference of the Cognitive Science Society (pp. 1102-1107). Quebec City, Canada: Cognitive Science Society.
54. Paas, F., Tuovinen, J.E., Tabbers, H., & Van Gerven, P. (2003). Cognitive load measurement as a means to advance cognitive load theory. Educational Psychologist, 38, 63-71. http://dx.doi.org/10.1207/S15326985EP3801_8.
55. Petersen, L.A., & McNeil, N.M. (2013). Effects of perceptually rich manipulatives on preschoolers' counting performance: Established knowledge counts. Child Development, 84, 1020-1033. http://dx.doi.org/10.1111/cdev.12028.
56. Peugh, J.L., & Enders, C.K. (2004). Missing data in educational research: A review of reporting practices and suggestions for improvement. Review of Educational Research, 74, 525-556. http://dx.doi.org/10.3102/00346543074004525.
57. Phye, G.D. (1979). The processing of informative feedback about multiple-choice test performance. Contemporary Educational Psychology, 4, 381-394. http://dx.doi.org/10.1016/0361-476X(79)90057-2.
58. Pianta, R.C., Belsky, J., Houts, R., & Morrison, F. (2007). Opportunities to learn in America's elementary classrooms. Science, 315, 1795-1796. http://dx.doi.org/10.1126/science.1139719.
59. Rey, G.D., & Buchwald, F. (2011). The expertise reversal effect: Cognitive load and motivational explanations. Journal of Experimental Psychology: Applied, 17, 33-48. http://dx.doi.org/10.1037/a0022243.
60. Rittle-Johnson, B. (2006). Promoting transfer: Effects of self-explanation and direct instruction. Child Development, 77, 1-15. http://dx.doi.org/10.1111/j.1467-8624.2006.00852.x.
61. Rittle-Johnson, B., & Alibali, M. (1999). Conceptual and procedural knowledge of mathematics: Does one lead to the other? Journal of Educational Psychology, 91, 175-189. http://dx.doi.org/10.1037/0022-0663.91.1.175.
62. Rittle-Johnson, B., Matthews, P.G., Taylor, R.S., & McEldoon, K. (2011). Assessing knowledge of mathematical equivalence: A construct modeling approach. Journal of Educational Psychology, 103, 85-104. http:// dx.doi.org/10.1037/a0021334.
63. Ryan, R.M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology, 43, 450-461. http://dx.doi.org/10.1037/0022-3514 .43.3.450.
64. Schafer, J.L., & Graham, J.W. (2002). Missing data: Our view of the state of the art. Psychological Methods, 7, 147-177. http://dx.doi.org/ 10.1037/1082-989X.7.2.147.
65. Schwartz, D.L., Chase, C.C., Oppezzo, M.A., & Chin, D.B. (2011). Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer. Journal of Educational Psychology, 103, 759-775. http://dx.doi.org/10.1037/a0025140.
66. Shute, V.J. (2008). Focus on formative feedback. Review of Educational Research, 78, 153-189. http://dx.doi.org/10.3102/0034654307313795.
67. Siegler, R.S., & Shipley, C. (1995). Variation, selection, and cognitive change. In T. J. Simon & G. S. Halford (Eds.), Developing cognitive competence: New approaches to process modeling (pp. 31-76). Hillsdale, NJ: Erlbaum.
68. Smith, T.A., & Kimball, D.R. (2010). Learning from feedback: Spacing and the delay-retention effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 80-95. http://dx.doi.org/10.1037/a0017407.
69. Snow, R.E. (1996). Aptitude development and education. Psychology, Public Policy, and Law, 2, 536-560. http://dx.doi.org/10.1037/1076-8971.2.3-4.536.
70. Sweller, J., Ayres, P., & Kalyuga, S. (2011). The redundancy effect. In J. M. Spector & S. P. Lajoie, Cognitive load theory (pp. 141-154). New York, NY: Springer. http://dx.doi.org/10.1007/978-1-4419-8126-4_11.
71. Sweller, J., van Merrienboer, J., & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251-296. http://dx.doi.org/10.1023/A:1022193728205.
72. Tobias, S. (2010). The expertise reversal effect and aptitude treatment interaction research [Commentary]. Instructional Science, 38, 309-314. http://dx.doi.org/10.1007/s11251-009-9103-z.
73. Weaver, J.F. (1973). The symmetric property of the equality relation and young children's ability to solve open addition and subtraction sentences. Journal for Research in Mathematics Education, 4, 45-56. http://dx.doi.org/10.2307/749023.
74. Wechsler, D. (2003). Wechsler Intelligence Scale for Children-WISC-IV (4th ed.). San Antonio, TX: Harcourt Assessment.
75. Wentling, T.L. (1973). Mastery versus nonmastery instruction with varying test item feedback treatments. Journal of Educational Psychology, 65, 50-58. http://dx.doi.org/10.1037/h0034820.