Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN 47405, USA.
Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN 47405, USA.
J Exp Child Psychol. 2024 May;241:105865. doi: 10.1016/j.jecp.2024.105865. Epub 2024 Feb 5.
The current study examined how different features of corrective feedback influenced children's performance and motivational outcomes on a mathematics task. Elementary school-aged children from the United States (N = 130; M = 7.61 years; 35% female; 60% White) participated in a Zoom session with a trained researcher. During the learning activity, children solved a series of mathematical equivalence problems and were assigned to different feedback conditions that varied in feedback content (correct answer alone vs. correct answer with verification) and feedback source (computer alone vs. computer with person). In terms of content, feedback with verification cues led to decreased persistence, decreased strategy variability, and higher reliance on entrenched strategies relative to feedback that contained the correct answer alone. In terms of source, feedback from the computer alone enhanced children's accuracy; however, the most resilient children received feedback from the computer and a person. Findings are discussed in light of existing feedback theories.
当前的研究考察了纠正反馈的不同特征如何影响儿童在数学任务上的表现和动机结果。来自美国的小学生（N=130；M=7.61 岁；35%为女性；60%为白人）参加了与一名训练有素的研究人员进行的 Zoom 会议。在学习活动中，孩子们解决了一系列数学等价问题，并被分配到不同的反馈条件中，这些条件在反馈内容（仅正确答案与正确答案加验证）和反馈来源（仅计算机与计算机加人）上有所不同。就内容而言，带有验证线索的反馈导致坚持性降低、策略变异性降低，以及对固有策略的依赖性增加，而不是仅包含正确答案的反馈。就来源而言，仅来自计算机的反馈提高了儿童的准确性；然而，最有适应力的孩子同时收到了来自计算机和人的反馈。研究结果结合现有的反馈理论进行了讨论。
