Schroth M L
Santa Clara University, Department of Psychology, CA 95053, USA.
Am J Psychol. 1997 Spring;110(1):71-9.
Two experiments were performed to investigate the effects of frequency of feedback on immediate- and delayed-transfer tasks in concept identification. In the first experiment, subjects were required to learn new concepts from the same category for the transfer tasks, whereas in the second experiment the transfer tasks involved concepts from a different category. Among the major findings was that although lowering the percentage of feedback trials slows concept attainment, it facilitated transfer on all transfer tasks. In general, the fewer the number of feedback trials subjects received, the greater the amount of transfer. The results are consistent with other studies that suggest that conditions that make it more difficult for subjects to initially learn a task may have positive benefits for transfer.
进行了两项实验，以研究反馈频率对概念识别中即时转移和延迟转移任务的影响。在第一个实验中，要求受试者为转移任务学习同一类别的新概念，而在第二个实验中，转移任务涉及不同类别的概念。主要发现之一是，虽然降低反馈试验的百分比会减缓概念的获得，但它促进了所有转移任务中的转移。一般来说，受试者接受的反馈试验次数越少，转移量就越大。这些结果与其他研究一致，这些研究表明，使受试者最初学习任务更困难的条件可能对转移有积极的好处。
