This study investigated the effects of learner response confidence and feedback timing on long term retention of verbal information in college students. Two levels of learner response confidence (high, low) and four levels of feedback timing (immediate item-by-item feedback, immediate end-of-session feedback, 24-hour delayed end of session feedback, and absence of feedback) were studied. / One hundred forty-one undergraduates were randomly assigned to one of the four treatment groups and completed a 50-item initial test. Subjects rated their degree of confidence in the accuracy of their responses to each item upon its completion. KCR feedback was provided either upon completing the confidence rating for each item, at the end of the session, 24-hours after the end of the session, or not at all. All subjects completed a delayed retention test following a seven day retention interval. / Analysis of variance indicated that 24-hour delayed end-of-session feedback did not result in significantly higher retention test performance. Secondly, error correction was not found to be significantly greater for the group receiving immediate end-of-session feedback compared to the group receiving immediate item-by-item feedback. Finally, error correction was not found to be significantly higher for 24-hour delayed feedback subjects making high confidence errors on the initial test than for members of any other treatment group making high confidence errors on the initial test. / Future research should maintain the distinction between the programmed instruction and test content acquisition research traditions, maintain more precise operational definitions of experimental events, and automate whenever possible the delivery of content and measurement of performance. Additionally, the role of response confidence, especially low response confidence, in acquisition and retention should be studied further and integrated into a more comprehensive and prescriptive feedback model. / Source: Dissertation Abstracts International, Volume: 50-07, Section: A, page: 1917. / Major Professor: Walter William Wager. / Thesis (Ph.D.)--The Florida State University, 1989.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_78031 |
| Contributors | Gottlieb, James Allen., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 97 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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