ERIC Number: ED037798
Record Type: RIE
Publication Date: 1970-Jan-13
Reference Count: 0
The Effect of Informative Feedback on Problem-Solving. Final Report.
Schroth, Marvin L.
This study investigated the effects of informative feedback on a matching task with three combinations of verbal feedback and three levels of task complexity. The three types of feedback were right wrong (RW), nothing wrong (NW), and right nothing (RN). The three levels of task complexity were defined in terms of number of irrelevant stimulus dimensions. Subjects were 180 first grade pupils presented with nonsense shapes serving as the stimuli. The RW condition yielded significantly better performance than the other feedback conditions, and in addition, NW resulted in a faster rate of learning than RN. The findings have implications for programmed learning regarding the merits of right and wrong feedback signals. Furthermore, the results imply that wrong signals are less ambiguous on four response problems than right signals. (Author)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Santa Clara Univ., CA.