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The Effects of Different Forms of Feedback on Fuzzy and Verbatim Memory of Science Principles
- Source :
-
British Journal of Educational Psychology . Jun 2006 76(2):259-270. - Publication Year :
- 2006
-
Abstract
- Background: Previous models of the effects of feedback account for lower-order learning outcomes but do not adequately describe experimental findings for higher-order learning. Aims: Based on a connectionist model of feedback effects, this investigation aims to show that feedback that allows only one learner response facilitates proposition-specific verbatim encoding, while feedback that requires the learner to try again on error facilitates relational fuzzy encoding. Sample and methods: Volunteer high school students were randomly assigned to one of 5 print-based lesson treatments that consisted of four science expository texts with adjunct inference-level questions covering science principles. The five treatments included delayed feedback, single-try immediate feedback, multiple-try immediate feedback, and two control treatments, questions without feedback, and text only. A post-test given 5 days after instruction was designed to measure both verbatim and fuzzy outcomes. Results: Multiple-try immediate feedback was best for paraphrased post-test questions (fuzzy) and worse for verbatim post-test questions. Conclusions: Fuzzy trace theory complements a connectionist model of feedback, and may provide a fruitful approach for describing the effects of feedback on different learning outcomes.
Details
- Language :
- English
- ISSN :
- 0007-0998
- Volume :
- 76
- Issue :
- 2
- Database :
- ERIC
- Journal :
- British Journal of Educational Psychology
- Publication Type :
- Academic Journal
- Accession number :
- EJ750323
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1348/000709905X39134