Feedback specificity, learning opportunities, and learning
成果类型：
Article
署名作者：
Goodman, JS; Wood, RE
署名单位：
University of Connecticut; University of New South Wales Sydney
刊物名称：
JOURNAL OF APPLIED PSYCHOLOGY
ISSN/ISSBN：
0021-9010
DOI：
10.1037/0021-9010.89.5.809
发表日期：
2004
页码：
809-821
关键词：
摘要：
Although increasing feedback specificity is generally beneficial for immediate performance, it can undermine certain aspects of the learning needed for later, more independent performance. The results of the present transfer experiment demonstrate that the effects of increasing feedback specificity on learning depended on what was to be learned, and these effects were partially mediated through the opportunities to learn how to respond to different task conditions during practice. More specific feedback was beneficial for learning how to respond to good performance and detrimental for learning how to respond to poor performance. The former relationship was partially mediated by feedback specificity's effect on learning opportunities during practice. The results have implications for designing feedback interventions and training to maximize the learning of various aspects of a task.
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