Literaturnachweis - Detailanzeige
Autor/inn/en | Webb, James M.; und weitere |
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Titel | The Effects of Feedback Timing on Learning Facts: The Role of Response Confidence. |
Quelle | In: Contemporary Educational Psychology, 19 (1994) 3, S.251-65Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0361-476X |
Schlagwörter | Confidence Testing; Feedback; Higher Education; Learning Processes; Metacognition; Multiple Choice Tests; Probability; Responses; Time Factors (Learning); Undergraduate Students Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning process; Lernprozess; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie |
Abstract | Effects of immediate and delayed feedback on learning were studied in 2 experiments involving 120 undergraduate students. Subjects answered 90 general information multiple-choice items on 2 different occasions 1 week apart. Subjects rated their confidence in their responses. Results provide support for the Kulhavy and Stock model and the interference-preservation hypothesis. (SLD) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |