The DOI matches its Crossref record; 31 of the 32 references it cites were found in a registry or an index.
When Does Feedback Facilitate Learning of Words?
Open accessAbstract
Some researchers have suggested that although feedback may enhance performance during associative learning, it does so at the expense of later retention. To examine this issue, subjects (N = 258) learned Luganda-English word pairs. After 2 initial exposures to the materials, subjects were tested on each item several times, with the presence and type of feedback varying between subjects. A final test followed after 1 week. Supplying the correct answer after an incorrect response not only improved performance during the initial learning session--it also increased final retention by 494%. On the other hand, feedback after correct responses made little difference either immediately or at a delay, regardless of whether the subject was confident in the response. Practical and theoretical implications are discussed.
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“review, as compared to testing with feedback, is a poor way to restudy information (Pashler, Cepeda, Wixted, & Rohrer, 2005).”
From Optimizing distributed practice (2009) · cites this paper as Pashler, Cepeda, Wixted, & Rohrer, 2005
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“Because these studies did not provide feedback, it is likely that no relearning occurred on the second and subsequent sessions for any item that elicited an error (see Pashler, Cepeda, Wixted, & Rohrer, 2005).”
From Distributed practice in verbal recall tasks: A review and quantitative synthesis. (2006) · cites this paper as Pashler, Cepeda, Wixted, & Rohrer, 2005
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“In the absence of feedback, forgetting an item usually causes the item to be unrecoverable; see Pashler et al., 2005”
From Distributed practice in verbal recall tasks: A review and quantitative synthesis. (2006) · cites this paper as Pashler et al., 2005
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“However, there is evidence that feedback may enhance the benefits of tests (Butler & Roediger, 2008;Pashler, Cepeda, Wixted & Rohrer, 2005).”
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“Welborn (1933) used a 28-day test delay, but also omitted feedback from Session 2, implying that the second session probably provided no opportunity for learning those items not learned during Session 1”
From Optimizing distributed practice (2009) · cites this paper as Pashler, Cepeda, Wixted, & Rohrer, 2005
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Metadata
- Authors
- Pashler, H., Cepeda, N. J., Wixted, J. T., & Rohrer, D.
- Affiliations
- University of California San Diego (US)
- University of South Florida (US)
- Venue
- Journal of Experimental Psychology: Learning, Memory, and Cognition
- Published
- 2005
- Volume
- 31
- Issue
- 1
- Pages
- 3-8
- ISSN
- 0278-7393 (ISSN-L)
- 1939-1285
- OpenAlex
- W2137377708
- Cited by
- 445
- References
- 32
- Citations by year
- 2026: 8 · 2025: 22 · 2024: 31 · 2023: 19 · 2022: 26 · 2021: 38 · 2020: 36 · 2019: 22 · 2018: 19 · 2017: 25 · 2016: 21 · 2015: 19 · 2014: 27 · 2013: 23 · 2012: 22
- FWCI
- 5.79
- Type
- journal article
- Language
- en
- Open access
- green
- escholarship.org
- Locations
- Journal of Experimental Psychology Learning Memory and Cognition (publishedVersion)
- PubMed (publishedVersion)
- eScholarship (California Digital Library) (submittedVersion)
- Digital Commons - University of South Florida (University of South Florida) (submittedVersion)
- Funders
- National Institutes of Health (5r01mh061549-03)
- National Institute of Mental Health (R01-MH61549, R01 MH45584, R01MH045584)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Keywords
- feedback, word learning, associative learning, retention, delayed retention, response confidence, error feedback, second language vocabulary acquisition
- MeSH terms
- Feedback, Humans, Learning, Reinforcement, Psychology, Vocabulary
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