The Effects of Different Forms of Feedback on Fuzzy and Verbatim Memory of Science Principles

Autor/inn/en	Clariana, Roy B.; Koul, Ravinder
Titel	The Effects of Different Forms of Feedback on Fuzzy and Verbatim Memory of Science Principles
Quelle	In: British Journal of Educational Psychology, 76 (2006) 2, S.259-270 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1348/000709905X39134
Schlagwörter	Feedback; Memory; Coding; High School Students; Science Education; Learning Theories; Scientific Principles + Suchen Sie Ihr Suchwort? Gedächtnis; Codierung; Programmierung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Naturwissenschaftliche Bildung; Learning theory; Lerntheorie
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. (Author).
Anmerkungen	British Psychological Society. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-116-254-9568; Fax: +44-116-247-0787; e-mail: enquiry@bps.org.uk; Web site: http://www.bps.org.uk/publications/publications_home.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10