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

Abstract

Laboratory research was reviewed that compared the effects of various types (verbal, symbolic, tangible) and combinations (right-wrong, right-blank, wrong-blank) of feedback upon children's conceptual learning. This research was evaluated in terms of theories involving reinforcement, motivation, and information-processing interpretations. In general, the findings have been consistent in two respects: (I) Verbal and symbolic feedback produce more rapid acquisition than does tangible feedback. (2) The wrong-blank combination produces faster acquisition and more resistance to extinction than does the right-blank condition. Results yielded by the right-wrong combination have been inconsistent. Several variables which interact with the type and combination of feedback children receive have not been systematically evaluated (e.g., incentive value, instructions, feedback accumulation, mode of delivery). Implications of laboratory research findings were then considered in relation to prototypic research designed to modify and improve children's academic learning. The general conclusion was that those concerned with applied research have overlooked some important findings, implications, and issues derived from laboratory research.During the past two decades, a number of investigators have demonstrated that conceptual learning is differentially affected by various types and combinations of

Role of Working Memory and Strategy-Use in Feedback Effects on children’s Progression in Analogy Solving:an Explanatory Item Response Theory Account

“…However, children appear to process negative versus positive feedback differently from adults (Eppinger et al 2009); for example, adults and 11-13 year-olds learned more quickly from negative than positive feedback, whereas 8-9 year olds learned most from positive feedback (Van Duijvenvoorde et al 2008). Multiple try and interactive tutoring feedback incorporate both negative and positive feedback components, the combination of which has yielded mixed results in children (Barringer and Gholson 1979). It is possible that providing a different kind of simple feedback -e.g., only showing the correct response -would be even more effective for children and this should be examined in future studies.…”

The role of feedback in adult second language acquisition: Error correction and morphological generalizations

“…Concept formation involves learning to categorize individual things as instances of a common type, which, in turn, involves identifying salient properties of the category. Concept identification involves recognizing what concept is relevant to performing some mental task (see the reviews in Marshall, 1965, andBarringer &Gholson, 1979). A simple example of concept formation would be learning to correctly differentiate everything that is a triangle from everything that is not.…”

“…157-160, for discussion). The various studies reviewed in Marshall (1965) and Barringer and Gholson (1979) examined variables such as the timing of feedback (immediate vs. delayed), the form of feedback (reward vs. punishment, verbal vs. monetary rewards, and so on), and the nature of feedback (positive vs. negative feedback). Positive feedback confirms in some way the correctness of the original behavior.…”

Effectiveness of an Online Automated Evaluation and Feedback System in an Introductory Computer Literacy Course

“…Feedback given later was found to be more effective than immediate feedback in regular teaching and learning processes (Kulik & Kulik, 1988) as well as in a computer-aided instruction context (Clariana, Wagner, & Murphy, 2000). Barringer and Gholson (1979) found that symbolic and verbal feedbacks were more effective compared to rewards given in a computer-based learning environment. They also found feedbacks given for incorrect answers were more effective than the ones given for correct answers.…”