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Does delayed corrective feedback enhance acquisition of correct information?

Nobuyoshi Iwaki1, Tomomi Nara1, Saeko Tanaka2

  • 1Iwate University, 3-18-33 Ueda, Morioka, Iwate 020-8550, Japan.

Acta Psychologica
|October 28, 2017
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Summary

Delayed corrective feedback may not always be superior for learning. This study found that memory for errors can actually improve recall of correct information, challenging existing theories.

Keywords:
Delayed feedbackImmediate feedbackImmediate retention testLearning

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Learning Sciences

Background:

  • Studies suggest delayed corrective feedback aids learning more than immediate feedback.
  • The underlying mechanism, often attributed to interference-perseveration theory, remains unconfirmed.
  • Inconsistent findings challenge the established understanding of feedback timing.

Purpose of the Study:

  • To investigate the mechanism behind delayed feedback's effectiveness in misinformation correction.
  • To test the predictions of interference-perseveration theory regarding feedback timing and error cueing.
  • To examine the role of error memory in the acquisition and retention of corrective information.

Main Methods:

  • Manipulated feedback timing (immediate vs. delayed) and error cueing (error-cueing vs. no error-cueing).
  • Assessed participants' acquisition and retention of corrective information following errors.
  • Utilized a controlled experimental design to isolate the effects of feedback timing and cueing.

Main Results:

  • Results did not support the interference-perseveration theory's predictions for either feedback timing or error cueing.
  • Error cueing did not consistently deteriorate the acquisition of corrective feedback as predicted.
  • Contrary to predictions, immediate feedback did not consistently lead to poorer acquisition than delayed feedback.

Conclusions:

  • The interference-perseveration theory does not adequately explain the effects of feedback timing on learning.
  • Memory for errors appears to enhance, rather than hinder, the retention of correct information.
  • Further research is needed to explore alternative mechanisms influencing the effectiveness of corrective feedback in learning environments.