Related Experiment Videos
[The effects of self-evaluative responses with feedback in learning]
Shinrigaku Kenkyu : the Japanese Journal of Psychology
|February 1, 1987
Summary
Self-evaluative responses combined with feedback significantly enhance learning in fifth graders. This approach proved especially beneficial for complex concept learning tasks.
Area of Science:
- Educational Psychology
- Cognitive Science
- Learning Sciences
Context:
- Investigated the impact of metacognitive strategies on learning outcomes.
- Utilized a nonsense syllable recognition task and a concept learning task.
- Included 143 fifth-grade students in the study.
Purpose:
- To determine the effectiveness of self-evaluation with feedback on learning.
- To compare different feedback conditions: self-evaluation with feedback (SF), evaluation feedback (EF), no feedback (NF), and alternating feedback (PF).
- To analyze the differential effects on simple recognition versus complex concept learning.
Summary:
- Both SF and EF groups demonstrated superior learning compared to NF and PF groups across both experiments.
- The SF group showed notable success in the concept learning task, outperforming other groups in this area.
- Findings indicate that integrating self-assessment with external feedback positively influences learning efficacy, particularly for higher-order cognitive tasks.
Impact:
- Highlights the pedagogical value of metacognitive strategies in educational settings.
- Suggests practical applications for designing instructional interventions to improve student learning.
- Provides empirical evidence for the benefits of feedback-driven self-reflection in academic achievement.