The Implications of Feedback Sequencing on Performance and Transfer

McCollum, Duncan

The Implications of Feedback Sequencing on Performance and Transfer

dc.contributor.advisor	Day, Eric
dc.contributor.author	McCollum, Duncan
dc.contributor.committeeMember	Kimball, Daniel
dc.contributor.committeeMember	Fuenzalida, Luz-Eugenia
dc.contributor.committeeMember	Gronlund, Scott
dc.contributor.committeeMember	Song, Hairong
dc.date.accessioned	2019-05-10T21:30:34Z
dc.date.available	2019-05-10T21:30:34Z
dc.date.issued	2019-05-10
dc.date.manuscript	2019-05-10
dc.description.abstract	The goal of this study was to investigate the role of sequencing different levels of feedback specificity on performance and solving of novel problems. Prior work has shown a more successful transfer of knowledge when feedback is initially withheld. This is likely due to a result of requiring students to engage in the exploration of problems. In the current study, participants trained on GRE math problems, during which they received either only knowledge of their results or knowledge of their results as well as a hint in the event that they answer incorrectly. The ordering of these treatments varied between groups. Participants ability to transfer their knowledge was only impaired when they encountered a change in the type of feedback they received during training. Otherwise, receiving hints did not affect transfer or performance scores. Additional covariates are explored to explain the pattern of results, and potential improvements to the study are discussed.	en_US
dc.identifier.uri	https://hdl.handle.net/11244/319727
dc.language	en_US	en_US
dc.rights	Attribution-NonCommercial-ShareAlike 4.0 International	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc-sa/4.0/	*
dc.subject	Transfer	en_US
dc.subject	Feedback	en_US
dc.subject	Performance	en_US
dc.thesis.degree	Master of Science	en_US
dc.title	The Implications of Feedback Sequencing on Performance and Transfer	en_US
ou.group	College of Arts and Sciences::Department of Psychology	en_US