Feedback specificity, exploration, and learning
成果类型：
Article
署名作者：
Goodman, JS; Wood, RE; Hendrickx, M
署名单位：
University of Connecticut; University of New South Wales Sydney; State University of New York (SUNY) System; Binghamton University, SUNY
刊物名称：
JOURNAL OF APPLIED PSYCHOLOGY
ISSN/ISSBN：
0021-9010
DOI：
10.1037/0021-9010.89.2.248
发表日期：
2004
页码：
248-262
关键词：
摘要：
Greater feedback specificity is generally considered to be beneficial for performance and learning, but the evidence for this generalization is limited. The authors argue that increasing the specificity of feedback is beneficial for initial performance but discourages exploration and undermines the learning needed for later, more independent performance. The results of their transfer experiment demonstrate that increasing the specificity of feedback positively affected practice performance, but its benefits did not endure over time or modification of the task. In addition, feedback specificity negatively affected levels of exploration during practice and interacted with exploration strategies to affect learning. The results suggest that those who received feedback of varying specificity may have learned through different but equally beneficial mechanisms.
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