title: Receiving right/wrong feedback: consequences for learning.
abstract: 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.
authors.affiliation: Psychology & Neuroscience, Duke University, Durham, NC 27708-0086, USA. lisa.fazio@duke.edu
authors.forename: Lisa K
authors.initials: LK
authors.lastname: Fazio
authors.forename: Barbie J
authors.initials: BJ
authors.lastname: Huelser
authors.forename: Aaron
authors.initials: A
authors.lastname: Johnson
authors.forename: Elizabeth J
authors.initials: EJ
authors.lastname: Marsh
mesh_terms: D000704:Analysis of Variance; D030141:Feedback, Psychological; D006801:Humans; D007802:Language; D007858:Learning; D008568:Memory; D011581:Psychological Tests; D011932:Reading; D012054:Reinforcement, Psychology; D013997:Time Factors; D014825:Vocabulary
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