Explanation Feedback Is Better Than Correct Answer Feedback for Promoting Transfer of Learning
Explanation Feedback Is Better Than Correct Answer Feedback for Promoting Transfer of Learning
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DOI：
10.1037/a0031026
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发表时间：
2013-05-01
影响因子：
4.9
通讯作者：
Marsh, Elizabeth J.
中科院分区：
文献类型：
--
作者：
Butler, Andrew C.;Godbole, Namrata;Marsh, Elizabeth J.
在影响学习反馈效果的众多因素中，反馈消息中包含的信息可以说是最重要的。一种常见的假设是，除了提供正确答案之外，增加反馈消息的复杂性还有好处。令人惊讶的是，为了隔离更大复杂性的独特影响而操纵反馈消息的内容的研究未能支持这一假设。然而，大多数研究的最终测试都是重复初始测试中的相同问题。本研究调查了提供正确答案解释的反馈是否可以促进学习到新问题的卓越迁移。在两项实验中，受试者研究了散文段落，然后对文本中的概念进行了初步简答测试。每个问题后，他们都会收到正确答案反馈、解释反馈或没有反馈（仅限实验 1）。两天后，受试者返回进行最终测试，其中包括重复问题和新的推理问题。结果表明，正确答案反馈和解释反馈在重复问题上产生了同等的表现，但解释反馈在新的推理问题上产生了更好的表现。
Among the many factors that influence the efficacy of feedback on learning, the information contained in the feedback message is arguably the most important. One common assumption is that there is a benefit to increasing the complexity of the feedback message beyond providing the correct answer. Surprisingly, studies that have manipulated the content of the feedback message in order to isolate the unique effect of greater complexity have failed to support this assumption. However, the final test in most of these studies consisted of a repetition of the same questions from the initial test. The present research investigated whether feedback that provides an explanation of the correct answer promotes superior transfer of learning to new questions. In 2 experiments, subjects studied prose passages and then took an initial short-answer test on concepts from the text. After each question, they received correct answer feedback, explanation feedback, or no feedback (Experiment 1 only). Two days later, subjects returned for a final test that consisted of both repeated questions and new inference questions. The results showed that correct answer feedback and explanation feedback led to equivalent performance on the repeated questions, but explanation feedback produced superior performance on the new inference questions.