The purpose of this study was to examine the effects of timing and type of feedback on retention in an instructional task involving the learning of verbal information and defined concepts. Specifically, there were two levels of feedback timing under investigation, immediate and delayed, and two levels of feedback type, simple and elaborated. Eighty-one undergraduate college students participated in the study, and were randomly assigned to one of four treatment groups. Subjects were first administered a pretest, then worked through a systematically designed instructional module on the PLATO computer system, receiving either simple or elaborated feedback at the end of the lesson, or 24 hours later. All students took an immediate posttest upon completion of feedback, and received a similar delayed measure one week later. / Analyses of Covariance indicated that timing of feedback had no significant effect on retention of either verbal information or defined concepts. Similarily, there were no significant differences between groups with respect to type of feedback for either type of learning. Finally, no significant interaction between the variables was demonstrated on either the immediate or the delayed posttest. / Further research is necessary to determine the precise circumstances under which timing or type of informative feedback best facilitate retention. It is recommended that the learned capability called for in the experimental learning task be identified in future studies so that a more systematic body of knowledge will be developed. / Source: Dissertation Abstracts International, Volume: 44-07, Section: A, page: 2100. / Thesis (Ph.D.)--The Florida State University, 1983.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75151 |
| Contributors | WAGER, SUSAN UPCHURCH., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 107 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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