接受正确/错误的反馈：对学习的影响。
Receiving right/wrong feedback: consequences for learning.
机构信息
Psychology & Neuroscience, Duke University, Durham, NC 27708-0086, USA.
出版信息
Memory. 2010 Apr;18(3):335-50. doi: 10.1080/09658211003652491.
Prior work suggests that receiving feedback that one's response was correct or incorrect (right/wrong feedback) does not help learners, as compared to not receiving any feedback at all (Pashler, Cepeda, Wixted, & Rohrer, 2005). In three experiments we examined the generality of this conclusion. Right/wrong feedback did not aid error correction, regardless of whether participants learned facts embedded in prose (Experiment 1) or translations of foreign vocabulary (Experiment 2). While right/wrong feedback did not improve the overall retention of correct answers (Experiments 1 and 2), it facilitated retention of low-confidence correct answers (Experiment 3). Reviewing the original materials was very useful to learners, but this benefit was similar after receiving either right/wrong feedback or no feedback (Experiments 1 and 2). Overall, right/wrong feedback conveys some information to the learner, but is not nearly as useful as being told the correct answer or having the chance to review the to-be-learned materials.
先前的研究表明，与完全不提供反馈相比，学习者收到反馈表明他们的回答是正确或错误的（正确/错误反馈）并没有帮助（Pashler、Cepeda、Wixted 和 Rohrer，2005）。在三项实验中，我们检验了这一结论的普遍性。正确/错误反馈并没有帮助纠正错误，无论参与者学习的是嵌入在文章中的事实（实验 1）还是外语词汇的翻译（实验 2）。虽然正确/错误反馈并没有提高正确答案的整体保留率（实验 1 和 2），但它有助于保留低置信度的正确答案（实验 3）。复习原始材料对学习者非常有用，但无论是收到正确/错误反馈还是没有反馈，这种好处都是相似的（实验 1 和 2）。总的来说，正确/错误反馈向学习者传达了一些信息，但它远不如被告知正确答案或有机会复习要学习的材料有用。
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