Effects of Type and Combination of Feedback upon Conceptual Learning by Children: Implications for Research in Academic Learning

Barringer, Craig; Gholson, Barry

doi:10.2307/1170140

Cited by 15 publications

(26 citation statements)

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“…One of the most frequently studied feedback techniques, general feedback, simply identifies correct or error responses (Barringer & Gholson, 1979). More specifically, right-only feedback indicates correct responses, and wrong-only feedback indicates incorrect responses.…”

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confidence: 99%

Feedback Effects on Oral Reading Errors of Children with Learning Disabilities

Perkins

1988

J Learn Disabil

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Males with learning disabilities in Grades 1 through 4 were pretested to determine subjects who were in the acquisition stage of decoding. Forty-eight boys were randomly assigned to four feedback treatment conditions and orally read consonant-vowelconsonant (CVC) nonsense words. Fourfeedback treatments were manipulated as the independent variable: (a) general, (b) corrective/modeling (c) corrective/sound-it-out, and (d) no feedback. A one-way analysis of variance revealed a significant difference between types of feedback. Planned orthogonal comparisons demonstrated significant differences for (a) any type of feedback compared to no feedback, (b) corrective feedback (modeling and sound-it-out) compared to general feedback, and (c) modeling compared to sound-it-out on the immediate task measure. Additional discussion suggests implications for instructional practices and critical variables to consider in feedback research.

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confidence: 99%

Feedback Effects on Oral Reading Errors of Children with Learning Disabilities

Perkins

1988

J Learn Disabil

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“…These have included: provision of informative feedback after learning trials (e.g., Barringer & Gholson, 1979;Gettinger, 1982); increased organization of text or material to be learned (e.g., McMurray;Yen, 1978); focusing on salient aspects of what is to be learned through the provision of instructional cues (including verbal directions, advance organizers, visual cues, etc.) (e.g., Arlin, Scott, & Webster, 1978-79;Ausubel, 1977;Barnes & Clawson, 1975); and, reduced complexity of learning material (e.g., smaller unit size, lower difficulty level, etc.)…”

Section: Variation In Instructional Quality and Time Needed For Learningmentioning

confidence: 99%

Individual differences in time needed for learning: A review of literature

Gettinger

1984

Educational Psychologist

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“…However, an accumulation of research findings suggesting that praise for a correct response (i.e. , reward) was not as effective a contributor to learning as was being informed of an incorrect response (i.e., punishment) seems to have drawn the issue to a close (Barringer & Gholson, 1979;Getsie et al, 1985). Of course, it also seems evident to us that if feedback primarily provides information, the information must bear some relation to not only what is to be learned but how the material is being processed.…”

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confidence: 99%