Title

When Does Feedback Facilitate Learning of Words?

Document Type

Article

Publication Date

2005

Keywords

feedback, associative learning, retention, word pairs, word learning, Luganda language, Luganda-English words

Digital Object Identifier (DOI)

https://doi.org/10.1037/0278-7393.31.1.3

Abstract

Some researchers have suggested that although feedback may enhance performance during associative learning, it does so at the expense of later retention. To examine this issue, subjects (N = 258) learned Luganda–English word pairs. After 2 initial exposures to the materials, subjects were tested on each item several times, with the presence and type of feedback varying between subjects. A final test followed after 1 week. Supplying the correct answer after an incorrect response not only improved performance during the initial learning session—it also increased final retention by 494%. On the other hand, feedback after correct responses made little difference either immediately or at a delay, regardless of whether the subject was confident in the response. Practical and theoretical implications are discussed.

Was this content written or created while at USF?

Yes

Citation / Publisher Attribution

Learning, Memory, and Cognition, v. 31, issue 1, p. 3-8

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