North Carolina State University, Box 7650, Raleigh, NC 27695, USA.
Hum Factors. 2012 Feb;54(1):26-35. doi: 10.1177/0018720811423919.
Research on learning from feedback has produced ambiguous guidelines for feedback design--some have advocated minimal feedback, whereas others have recommended more extensive feedback that highly supported performance. The objective of the current study was to investigate how individual differences in cognitive resources may predict feedback requirements and resolve previous conflicted findings.
Cognitive resources were controlled for by comparing samples from populations with known differences, older and younger adults.To control for task demands, a simple rule-based learning task was created in which participants learned to identify fake Windows pop-ups. Pop-ups were divided into two categories--those that required fluid ability to identify and those that could be identified using crystallized intelligence.
In general, results showed participants given higher feedback learned more. However, when analyzed by type of task demand, younger adults performed comparably with both levels of feedback for both cues whereas older adults benefited from increased feedbackfor fluid ability cues but from decreased feedback for crystallized ability cues.
One explanation for the current findings is feedback requirements are connected to the cognitive abilities of the learner-those with higher abilities for the type of demands imposed by the task are likely to benefit from reduced feedback.
We suggest the following considerations for feedback design: Incorporate learner characteristics and task demands when designing learning support via feedback.
从反馈中学习的研究为反馈设计提供了一些模棱两可的指导方针——一些人主张提供最少的反馈，而另一些人则建议提供更多的反馈，以高度支持表现。本研究的目的是调查认知资源的个体差异如何预测反馈需求，并解决先前存在的冲突发现。
通过比较具有已知差异的人群（老年人和年轻人）的样本，控制认知资源。为了控制任务需求，创建了一个简单的基于规则的学习任务，参与者在其中学习识别假 Windows 弹出窗口。弹出窗口分为两类——需要灵活能力识别的和可以使用晶体智力识别的。
总体而言，结果表明，给予更多反馈的参与者学习得更多。然而，当按任务需求的类型进行分析时，年轻参与者在两种反馈水平下对两种线索的表现相当，而老年人则从灵活能力线索的更多反馈中受益，从晶体能力线索的更少反馈中受益。
当前研究结果的一个解释是，反馈需求与学习者的认知能力有关——那些具有更高的任务要求所要求的认知能力的人可能会从减少反馈中受益。
我们建议在通过反馈设计学习支持时考虑以下因素：考虑学习者的特点和任务需求。
