ERIC Number: ED262072
Record Type: RIE
Publication Date: 1985-Apr
Reference Count: 0
Feedback and the Reconstruction of Meaning.
Langer, Philip; And Others
This investigation of the impact of feedback upon scrambled discourse was intended to show the effects of idiosyncratic processing and to provide a more sensitive indicator of feedback usefulness. Learner schemata, text organization, and feedback strategies interact in processing discourse, although past research has favored limited models concerning text processing. Previously, the level of achievement was assumed to be enhanced by a high degree of concordance between learner outcomes and outcomes endorsed by the text author. This study assumes conceptual congruence is achieved by arriving at a sentence sequence close to that of the original order. Subjects were 54 undergraduate students who were presented with a set of randomly ordered cards, each containing a single sentence describing a part of the development of the first atomic bomb. Cards were to be rearranged according to meaning, and subjects given feedback could use five tokens to request information on correct placement of a sentence. A control group read the scrambled sentences twice without demands for reconstruction and took a follow-up test immediately. The experiment led to the conclusion that feedback is used in an idiosyncratic manner, depending on the strategies available to the learner, as well as the knowledge base. (LMO)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Rocky Mountain Psychological Association (Tucson, Arizona, April 24-27, 1985).