Behavioural Science Institute, Radboud University.
Department of Experimental Psychology, University of Groningen.
J Exp Psychol Appl. 2019 Dec;25(4):588-601. doi: 10.1037/xap0000212. Epub 2019 Apr 18.
This study explores the effect of feedback with hints on students' recall of words. In three classroom experiments, high school students individually practiced vocabulary words through computerized retrieval practice with either standard show-answer feedback (display of answer) or hints feedback after incorrect responses. Hints feedback gave students a second chance to find the correct response using orthographic (Experiment 1), mnemonic (Experiment 2), or cross-language hints (Experiment 3). During practice, hints led to a shift of practice time from further repetitions to longer feedback processing but did not reduce (repeated) errors. There was no effect of feedback on later recall except when the hints from practice were also available on the test, indicating limited transfer of practice with hints to later recall without hints (in Experiments 1 and 2). Overall, hints feedback was not preferable over show-answer feedback. The common notion that hints are beneficial may not hold when the total practice time is limited. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
本研究探讨了反馈加提示对学生单词回忆的影响。在三个课堂实验中，高中生通过计算机检索练习分别练习词汇，反馈方式为标准的呈现答案（显示答案）或错误回答后的提示反馈。提示反馈为学生提供了第二次找到正确答案的机会，使用的是正字法（实验 1）、助记符（实验 2）或跨语言提示（实验 3）。在练习过程中，提示会将练习时间从进一步重复转移到更长的反馈处理，但不会减少（重复）错误。除了在练习中使用的提示也可在测试中使用的情况下，反馈对之后的回忆没有影响，这表明没有提示的情况下，练习中使用提示对之后的回忆没有转移（实验 1 和 2）。总的来说，提示反馈并不优于呈现答案的反馈。当总练习时间有限时，提示有益的普遍观念可能站不住脚。（PsycINFO 数据库记录（c）2019 APA，保留所有权利）。
