TY - JOUR
T1 - The effects of immediate versus delayed feedback on complex concept learning
AU - Corral, Daniel
AU - Carpenter, Shana K.
AU - Clingan-Siverly, Sam
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This material is based upon work supported by the James S. McDonnell Foundation 21 Century Science Initiative in Understanding Human Cognition, Collaborative Grant No. 220020483. Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the McDonnell Foundation. st
Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This material is based upon work supported by the James S. McDonnell Foundation 21st Century Science Initiative in Understanding Human Cognition, Collaborative Grant No. 220020483. Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the McDonnell Foundation.
Publisher Copyright:
© Experimental Psychology Society 2020.
PY - 2021/4
Y1 - 2021/4
N2 - We report three experiments that examine whether immediate versus delayed feedback produce differential concept learning. Subjects were shown hypothetical experiment scenarios and were asked to determine whether each was a true experiment. Correct-answer feedback was used for all three experiments; Experiments 2 and 3 also included detailed explanations. In all three experiments, subjects who received immediate feedback were shown the correct answer after each response. In Experiments 1 and 2, subjects in the delayed feedback condition were shown feedback after responding to all of the scenarios. All subjects then completed a posttest with novel scenarios. Experiment 3 was three parts (each session was 2 days apart). Subjects in the immediate feedback condition completed the posttest on the second session; subjects in the delayed feedback condition were given feedback on the second session and completed the posttest on the third session. Although no posttest differences were observed between the feedback conditions in Experiments 1 and 2, a delayed feedback advantage was found in Experiment 3. We propose that longer intervals in delayed feedback (relative to shorter intervals) might allow learners to forget the incorrect hypotheses they form during learning, which might thereby enhance the processing of feedback.
AB - We report three experiments that examine whether immediate versus delayed feedback produce differential concept learning. Subjects were shown hypothetical experiment scenarios and were asked to determine whether each was a true experiment. Correct-answer feedback was used for all three experiments; Experiments 2 and 3 also included detailed explanations. In all three experiments, subjects who received immediate feedback were shown the correct answer after each response. In Experiments 1 and 2, subjects in the delayed feedback condition were shown feedback after responding to all of the scenarios. All subjects then completed a posttest with novel scenarios. Experiment 3 was three parts (each session was 2 days apart). Subjects in the immediate feedback condition completed the posttest on the second session; subjects in the delayed feedback condition were given feedback on the second session and completed the posttest on the third session. Although no posttest differences were observed between the feedback conditions in Experiments 1 and 2, a delayed feedback advantage was found in Experiment 3. We propose that longer intervals in delayed feedback (relative to shorter intervals) might allow learners to forget the incorrect hypotheses they form during learning, which might thereby enhance the processing of feedback.
KW - Immediate versus delayed feedback
KW - complex concept acquisition
KW - explanatory feedback
KW - transfer
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U2 - 10.1177/1747021820977739
DO - 10.1177/1747021820977739
M3 - Article
C2 - 33208050
AN - SCOPUS:85104229578
SN - 1747-0218
VL - 74
SP - 786
EP - 799
JO - Quarterly Journal of Experimental Psychology
JF - Quarterly Journal of Experimental Psychology
IS - 4
ER -