A Memory Advantage for Past-Oriented over Future-Oriented Performance Feedback

Autor/inn/en	Nash, Robert A.; Winstone, Naomi E.; Gregory, Samantha E. A.; Papps, Emily
Titel	A Memory Advantage for Past-Oriented over Future-Oriented Performance Feedback
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 44 (2018) 12, S.1864-1879 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nash, Robert A.) ORCID (Gregory, Samantha E. A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/xlm0000549
Schlagwörter	Memory; Feedback (Response); Recall (Psychology); Undergraduate Students; Evaluation; Preferences; Foreign Countries; Children; Adults; Bias; Age Differences; United Kingdom (England) + Suchen Sie Ihr Suchwort? Gedächtnis; Abberufung; Evaluierung; Ausland; Child; Kind; Kinder; Age; Difference; Age difference; Altersunterschied
Abstract	People frequently receive performance feedback that describes how well they achieved in the past, and how they could improve in future. In educational contexts, future-oriented (directive) feedback is often argued to be more valuable to learners than past-oriented (evaluative) feedback; critically, prior research led us to predict that it should also be better remembered. We tested this prediction in six experiments. Subjects read written feedback containing evaluative and directive comments, which supposedly related to essays they had previously written (Experiments 1-2), or to essays another person had written (Experiments 3-6). Subjects then tried to reproduce the feedback from memory after a short delay. In all six experiments, the data strongly revealed the opposite effect to the one we predicted: despite only small differences in wording, evaluative feedback was in fact recalled consistently better than directive feedback. Furthermore, even when adult subjects did recall directive feedback, they frequently misremembered it in an evaluative style. These findings appear at odds with the position that being oriented toward the future is advantageous to memory. They also raise important questions about the possible behavioral effects and generalizability of such biases, in terms of students' academic performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01