Effects of Varying Feedback Accuracy on Task Acquisition: A Computerized Translational Study

Research has shown that the accuracy of instructions influences responding immediately and under later conditions. The purpose of the present study was to extend this literature and use a translational approach to assess the short-and long-term effects of feedback accuracy on the acquisition of a ta...

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Bibliographic Details
Published in:Journal of behavioral education 2013-03, Vol.22 (1), p.1-15
Main Authors: Hirst, Jason M., Reed, Florence D. DiGennaro, Reed, Derek D.
Format: Article
Language:English
Subjects:
Academic Achievement
Academic learning
Accuracy
Behavioral psychology
Behavioral Science and Psychology
Behavioral Sciences
CAI
Child and School Psychology
Comparative Analysis
Computer assisted instruction
Computer software
Conceptualization
Discrimination Learning
Educational research
Experimentation
Feedback
Feedback (Response)
History instruction
Individual Differences
Learning
Learning and Instruction
Mental stimulation
Nonsense
Observational research
Original Paper
Psychology
Stimuli
Task analysis
Teaching Methods
Verbal Stimuli
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Summary:Research has shown that the accuracy of instructions influences responding immediately and under later conditions. The purpose of the present study was to extend this literature and use a translational approach to assess the short-and long-term effects of feedback accuracy on the acquisition of a task. Three levels of inaccurate feedback were compared across groups. Participants who received accurate feedback performed best, while participants exposed to inaccurate feedback performed poorly in direct relation to the degree of inaccuracy. Once inaccurate feedback was corrected, this relation was less apparent. However, the effects of prior exposure to inaccurate feedback persisted in subsequent conditions when participants were exposed to accurate feedback. The effects of feedback accuracy on task acquisition also varied across individuals, suggesting that the effect may be idiosyncratic.
ISSN:1053-0819
1573-3513
DOI:10.1007/s10864-012-9162-0