title: Learning from feedback: Spacing and the delay-retention effect.
abstract: Most modern research on the effects of feedback during learning has assumed that feedback is an error correction mechanism. Recent studies of feedback-timing effects have suggested that feedback might also strengthen initially correct responses. In an experiment involving cued recall of trivia facts, we directly tested several theories of feedback-timing effects and also examined the effects of restudy and retest trials following immediate and delayed feedback. Results were not consistent with theories assuming that the only function of feedback is to correct initial errors but instead supported a theoretical account assuming that delaying feedback strengthens initially correct responses due to the spacing of encoding opportunities: Delaying feedback increased the probability of correct response perseveration on the final retention test but had minimal effects on error correction or error perseveration probabilities. In a 2nd experiment, the effects of varying the lags between study, test, and feedback trials during learning provided further support for the spacing hypothesis. (PsycINFO Database Record (c) 2009 APA, all rights reserved).
authors.affiliation: Department of Psychology, University of Oklahoma, OK, USA.
authors.forename: Troy A
authors.initials: TA
authors.lastname: Smith
authors.forename: Daniel R
authors.initials: DR
authors.lastname: Kimball
mesh_terms: D000704:Analysis of Variance; D001245:Association Learning / Q000502:physiology*; D003463:Cues; D005246:Feedback; D006801:Humans; D011939:Mental Recall / Q000502:physiology; D009483:Neuropsychological Tests; D011336:Probability; D011582:Psychological Theory; D011597:Psychomotor Performance / Q000502:physiology; D011930:Reaction Time / Q000502:physiology*; D012153:Retention, Psychology / Q000502:physiology*; D013997:Time Factors