Feedback Both Helps and Hinders Learning: The Causal Role of Prior Knowledge

Autor/inn/en	Fyfe, Emily R.; Rittle-Johnson, Bethany
Titel	Feedback Both Helps and Hinders Learning: The Causal Role of Prior Knowledge
Quelle	In: Journal of Educational Psychology, 108 (2016) 1, S.82-97 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000053
Schlagwörter	Feedback (Response); Prior Learning; Role; Attribution Theory; Elementary School Students; Learning Strategies; Evidence; Learning Processes; Teaching Methods; Pretests Posttests + Suchen Sie Ihr Suchwort? Vorkenntnisse; Rollen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Evidenz; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Feedback can be a powerful learning tool, but its effects vary widely. Research has suggested that learners' prior knowledge may moderate the effects of feedback; however, no causal link has been established. In Experiment 1, we randomly assigned elementary school children (N = 108) to a condition based on a crossing of 2 factors: induced strategy knowledge (yes vs. no) and immediate, verification feedback (present vs. absent). Feedback had positive effects for children who were not taught a correct strategy, but negative effects for children with induced knowledge of a correct strategy. In Experiment 2, we induced strategy knowledge in all children (N = 101) and randomly assigned them to 1 of 3 conditions: no feedback, immediate correct-answer feedback, or summative correct-answer feedback. Again, feedback had negative effects relative to no feedback. Results provide evidence for a causal role of prior knowledge and indicate that minimal feedback can both help and hinder learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01