When Does Feedback Facilitate Learning of Words?
Document Type
Article
Publication Date
2005
Keywords
feedback, associative learning, retention, word pairs, word learning, Luganda language, Luganda-English words
Digital Object Identifier (DOI)
https://doi.org/10.1037/0278-7393.31.1.3
Abstract
Some researchers have suggested that although feedback may enhance performance during associative learning, it does so at the expense of later retention. To examine this issue, subjects (N = 258) learned Luganda–English word pairs. After 2 initial exposures to the materials, subjects were tested on each item several times, with the presence and type of feedback varying between subjects. A final test followed after 1 week. Supplying the correct answer after an incorrect response not only improved performance during the initial learning session—it also increased final retention by 494%. On the other hand, feedback after correct responses made little difference either immediately or at a delay, regardless of whether the subject was confident in the response. Practical and theoretical implications are discussed.
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
Learning, Memory, and Cognition, v. 31, issue 1, p. 3-8
Scholar Commons Citation
Pashler, Harold; Cepeda, Nicholas J.; Wixted, John T.; and Rohrer, Doug, "When Does Feedback Facilitate Learning of Words?" (2005). Psychology Faculty Publications. 1773.
https://digitalcommons.usf.edu/psy_facpub/1773
