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ERIC Number: ED049892
Record Type: RIE
Publication Date: 1971-Feb
Pages: 13
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Feedback and Perseverence in Reading.
Guthrie, John T.
The effects of immediate and delayed feedback on perseverance and learning were investigated with a 3 x 3 factorial design. It was hypothesized that delayed feedback would reduce perseverance while immediate feedback would increase it. Subjects were 72 male college students, paid for participation. They read prose sentences and completed cloze test items. Feedback on each sentence was either immediate, delayed, or omitted. A cloze retention test over the sentences was given either immediately, delayed, or was omitted. The time spent reading a continuation of the original passage was recorded as a measure of perseverance. It was found that (1) delayed feedback produced significantly (p<.05) more learning on the original task that did immediate feedback, (2) immediate feedback produced significantly (p<.01) more perseverance on the continuation passage than did delayed feedback, and (3) perseverance on the continuation passage was positively correlated (.46) with scores on a comprehension test over the continuation passage. Tables and references are included. (Author/MS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the meeting of the American Educational Research Association, New York, N.Y., Feb. 4-7, 1971