In two experiments, college undergraduates completed a 20-frame instructional program and did or did not receive feedback following each frame response. Feedback groups outperformed the controls on the 20-item criterion test, but subjects who received repeated feedback showed the greatest probability of correcting an instructional error.…

Experimental evidence strongly supports the assumption that knowledge of results (KR) is necessary for learning to occur. This study compares the effects of KR or no-KR with the effects of an interpolated verbal activity on learning and performance of a timed motor task. Results are presented. (Author/MT)

Studies the influences of modeling and social feedback on the acquisition of writing revision with 72 college students. Social feedback during enactive performance assisted learners from all modeling groups in acquiring writing and self-regulatory skills. (Contains 25 references and 3 tables.) (GCP)

Eighty undergraduate students participated in an investigation of the effects on acquisition of immediate versus 30-second delay of reinforcement under either known or unknown response contingency conditions. The students in the four experimental conditions were required to depress three buttons in proper senquence. Following a correct response,…

A scheme of testing that will clearly discern whether a student has learned the material that has been set out as the goal is discussed. The fear of computer-assisted testing is seen as so widespread that perhaps the idea is too far ahead of our time. (MLW)

The effects of level of adjunct question (factual, application) and type of feedback (no feedback, correct answer feedback, self-correction feedback) on learning concepts from prose were examined in a study of 135 volunteer undergraduates at Iowa State University. Adjunct application questions produce better performance on subsequent new…

Delay and completeness of verbal information feedback were investigated within a transfer of learning paradigm involving concept formation. An experiment with 192 undergraduates indicates that, although delay of feedback (up to 30 seconds) slows speed of learning on the initial task, it has positive effects on the transfer task. (SLD)

Reports the results of two experiments on the effect of delay of informative feedback, immediate tests, and forms of informative feedback upon seven-day retention. (RB)

Investigates the effect of feedback delay in computer-assisted instruction on short- and long-term retention of mathematical material, by college students. Difficulty level of material and original learning are also considered. Results show that a delay in feedback may have a detrimental effect on retention. (Author/JJD)

The teacher of a graduate course on learning organizations wrote and shared a learning journal with students, demonstrating her role as a co-learner in a learning community. Written feedback from students gave the teacher important information about their learning processes. (SK)

Two experiments with 100 undergraduates investigated effects of delay of feedback on immediate and delayed transfer tasks involving different pattern recognition strategies. Delay of feedback resulted in greater retention of the concepts underlying construction of the different patterns in all transfer tasks. Results support the Kulhavy-Anderson…

Results from a study of influences on the relationship between feedback and response certitude in the learning process conducted with 123 undergraduates show that, in addition to response certitude and correctness, other factors, such as goal and goal commitment, influence the frequency with which feedback is requested. (SLD)

College students read two passages. Four groups answered questions requiring either a summary, a new example of the concept, a list of critical attributes of the concept, or identification of a new example. The "identify post-question group" showed the greatest accuracy in classifying new examples. (Author/MH)

Examined two aspects of the specificity of practice hypothesis using a tracking task. In one experiment, visual or auditory feedback about performance was provided. In a second experiment, visual and auditory information were combined. Both experiments supported the specificity of practice hypothesis. Instructing participants to attend to one…

Discusses a concept used at the University of Twente based on increased flexibility in learning options and the active student in which there are assignments submitted and monitored via a Web-based course management system. Outlines conceptual aspects of feedback as part of the assessment process, particularly feedback supported by a Web-based…