Columbia University, New York, NY 10027, USA.
Mem Cognit. 2009 Dec;37(8):1077-87. doi: 10.3758/MC.37.8.1077.
We investigated whether the superior memory performance sometimes seen with delayed rather than immediate feedback was attributable to the shorter retention interval (or lag to test) from the last presentation of the correct information in the delayed condition. Whether lag to test was controlled or not, delayed feedback produced better final test performance than did immediate feedback, which in turn produced better performance than did no feedback at all, when we tested Grade 6 children learning school-relevant vocabulary. With college students learning GRE-level words, however, delayed feedback produced better performance than did immediate feedback (and both were better than no feedback) when lag to test was uncontrolled, but there was no difference between the delayed and immediate feedback conditions when the lag to test was controlled.
我们研究了在延迟反馈而不是即时反馈中有时观察到的优异记忆表现是否归因于延迟条件下最后呈现正确信息后的较短保留间隔（或测试延迟）。当我们测试学习学校相关词汇的六年级儿童时，无论是否控制测试延迟，延迟反馈都比即时反馈产生更好的最终测试表现，而即时反馈又比完全没有反馈产生更好的表现。然而，对于学习 GRE 水平单词的大学生来说，在不控制测试延迟的情况下，延迟反馈比即时反馈产生更好的表现（而且两者都比没有反馈好），但在控制测试延迟的情况下，延迟反馈和即时反馈条件之间没有差异。
