Fyfe Emily R, Borriello Giulia, Merrick Megan
Department of Psychological and Brain Sciences, Indiana University.
Educ Psychol. 2023;58(3):130-145. doi: 10.1080/00461520.2022.2108426. Epub 2022 Sep 7.
Research in psychology and education indicates that corrective feedback can be a powerful learning tool. We provide a developmental perspective to focus specifically on how corrective feedback influences learning in childhood (~ages 3-11). Based on a systematic search, we review 44 empirical papers published between 1990 and 2022 examining the effects of corrective feedback on children's performance in the domains of literacy (=18), mathematics (=14), and problem solving (=12). Across these domains, we synthesize research on how children respond to lessons and practice with, versus without, corrective feedback to provide theoretical and practical insights into (1) the effectiveness of corrective feedback in early childhood, (2) the features of effective feedback messages at different ages, and (3) the role of individual learner differences. We make several novel recommendations with some focused on future research questions and others focused on ways teachers can provide effective feedback to children.
心理学和教育学领域的研究表明，纠正性反馈可以成为一种强大的学习工具。我们提供一种发展视角，特别关注纠正性反馈如何影响童年时期（约3至11岁）的学习。基于系统检索，我们回顾了1990年至2022年间发表的44篇实证论文，这些论文研究了纠正性反馈对儿童在识字（=18篇）、数学（=14篇）和问题解决（=12篇）领域表现的影响。在这些领域中，我们综合了关于儿童在有与没有纠正性反馈的情况下如何回应课程和练习的研究，以提供关于以下方面的理论和实践见解：（1）幼儿期纠正性反馈的有效性；（2）不同年龄有效反馈信息的特征；（3）个体学习者差异的作用。我们提出了几项新颖的建议，一些聚焦于未来的研究问题，另一些则聚焦于教师可以向儿童提供有效反馈的方式。
