Receiving right/wrong feedback: consequences for learning.

Published

Journal Article

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.

Full Text

Duke Authors

Cited Authors

  • Fazio, LK; Huelser, BJ; Johnson, A; Marsh, EJ

Published Date

  • April 2010

Published In

Volume / Issue

  • 18 / 3

Start / End Page

  • 335 - 350

PubMed ID

  • 20408043

Pubmed Central ID

  • 20408043

Electronic International Standard Serial Number (EISSN)

  • 1464-0686

International Standard Serial Number (ISSN)

  • 0965-8211

Digital Object Identifier (DOI)

  • 10.1080/09658211003652491

Language

  • eng