The DOI matches its Crossref record; 34 of the 34 references it cites were found in a registry or an index.
The effect of type and timing of feedback on learning from multiple-choice tests.
Abstract
Two experiments investigated how the type and timing of feedback influence learning from a multiple-choice test. First, participants read 12 prose passages, which covered various general knowledge topics (e.g., The Sun) and ranged between 280 and 300 words in length. Next, they took an initial six-alternative, multiple-choice test on information contained in the passages. Feedback was given immediately for some of the multiple-choice items or after delay for other items. Participants were either shown the correct answer as feedback (standard feedback) or were allowed to keep answering until the correct answer was discovered (answer-until-correct feedback). Learning from the test was assessed on a delayed cued-recall test. The results indicated that delayed feedback led to superior final test performance relative to immediate feedback. However, type of feedback did not matter: discovering the correct answer through answer-until-correct feedback produced equivalent performance relative to standard feedback. This research suggests that delaying the presentation of feedback after a test is beneficial to learning because of the spaced presentation of information.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“recent research shows that, at least in some cases, delayed feedback produces superior retention relative to immediate feedback.27,31”
From Test-enhanced learning in medical education (2008) · cites this paper as [31]
Citations
Cites
Kluger, A. N., & DeNisi, A. (1996) · Psychological Bulletin · doi:10.1037/0033-2909.119.2.254 · Cited by 5,882
Journal of Experimental Psychology: Human Learning and Memory
Bourne, L. E. (1977) · Cited by 4,328
Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention
Roediger, H. L., & Karpicke, J. D. (2006) · Psychological Science · doi:10.1111/j.1467-9280.2006.01693.x · Cited by 2,867
Self-citationThe power of testing memory: Basic research and implications for educational practice
Roediger, H. L., & Karpicke, J. D. (2006) · Perspectives on Psychological Science · doi:10.1111/j.1745-6916.2006.00012.x · Cited by 2,037
Self-citationThe generation effect: delineation of a phenomenon
Slamecka, N. J., & Graf, P. (1978) · Journal of Experimental Psychology: Human Learning and Memory · doi:10.1037/0278-7393.4.6.592 · Cited by 1,659
Schmidt, R. A., & Bjork, R. A. (1992) · Psychological Science · doi:10.1111/j.1467-9280.1992.tb00029.x · Cited by 1,582 · cited 4×
“Presumably, the benefit of delayed feedback after a correct response is a type of spacing effect (Dempster, 1989; Schmidt & Bjork, 1992 ): after a correct response, delayed feedback represents a spaced presentation of the material, whereas immediate feedback constitutes a massed presentation.”
BackgroundInfluentialThe instructional effect of feedback in test-like events.
Bangert-Drowns, R. L., Kulik, C.-L. C., Kulik, J. A., & Morgan, M. (1991) · Review of Educational Research · doi:10.3102/00346543061002213 · Cited by 1,313
The Science of Learning and the Art of Teaching.
Skinner, B. F. (2007) · Appleton-Century-Crofts eBooks · doi:10.1037/11324-010 · Cited by 1,137
On Knowing: Essays for the Left Hand
James, H. E. O., & Bruner, J. S. (1963) · British Journal of Educational Studies · doi:10.2307/3119384 · Cited by 756
Timing of feedback and verbal learning.
Kulik, J. A., & Kulik, C.-L. C. (1988) · Review of Educational Research · doi:10.3102/00346543058001079 · Cited by 703
Cited by
Sorted by citations
Items 301–322 of 322
Optimizing Learner-Centered Feedback for Learning With “Hard Problems”
Hai-Jew, S. (2020) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-7998-4516-4.ch006
Teaching for Long-Term Retention: Best Practices
Thietje, K. E. (2020)
Belchev, Z. E. (2021) · TSpace (University of Toronto)
Practice Testing - Enhancing Student Learning with E-Assessment
Eustace, J., Pathak, P., & Muntean, C. H. (2014)
Corrective Feedback in the EFL Classroom: Grammar Checker vs. Teacher’s Feedback.
Puertas, T. H. (2022) · Tesis Doctorals en Xarxa (Consorci de Serveis Universitaris de Catalunya) · doi:10.6035/14110.2022.149225
Yang, L. (2022) · Advances in Educational Technology and Psychology · doi:10.23977/aetp.2022.060519
Creating an Infrastructure to Deliver Meaningful Feedback to Nursing Students
Stefaniak, J. E., & Ross, M. E. (2021) · IGI Global eBooks · doi:10.4018/978-1-7998-9161-1.ch003
Strong, B. (2017) · Open Access Victoria University of Wellington | Te Herenga Waka (Figshare) · doi:10.26686/wgtn.17065166
Cogliano, M. (2019) · American Educational Research Association Annual Meeting (AERA) · doi:10.3102/1438561
Serrano, M. P., & Mavrou, I. (2022) · ONOMAZEIN · doi:10.7764/onomazein.58.03 · Cited by 1
Sadoughvanini, S., & Numan, W. M. (2023) · Applied & Educational Psychology · doi:10.23977/appep.2023.040701
Koçak, Ö. (2024) · International Journal of Technology in Education · doi:10.46328/ijte.710
Optimizing dental students’ use of feedback: Validation of a theoretical model
Sallam, A. A., Abdulmohsen, B., & Ellis, J. S. (2024) · Journal of Dental Education · doi:10.1002/jdd.13774
The Coherence of Analogue Traumatic and Nontraumatic Memories Over Repeated Recall
Taylor, A., Takarangi, M. K. T., Zajac, R., & Garry, M. (2025) · Clinical Psychological Science · doi:10.1177/21677026241306309 · Cited by 1
Exploring the impact of answer-until-correct on group discussion of readiness tests
Irgens, B. (2025) · Journal of Physics Conference Series · doi:10.1088/1742-6596/2950/1/012012
Confidence and knowledge calibrations after reading an introductory text on a complex topic
Withall, M. M., Mensink, M. C., & Rapp, D. N. (2025) · Discourse Processes · doi:10.1080/0163853x.2025.2470034
The Effect of Delayed Feedback on the Evolution of Trust in Decision Support Ai Over TimePreprint
Fer, V., Coppin, G., Lafond, D., Loor, P. D., Grisvard, O., & Bollaert, M. (2025) · SSRN Electronic Journal · doi:10.2139/ssrn.5185212
Macaluso, J. A., & Fraundorf, S. H. (2025) · Memory · doi:10.1080/09658211.2025.2500538
Lehren und Lernen mit Multimedia
Richter, J. (2025) · Springer eBooks · doi:10.1007/978-3-658-48999-1_10
Timing Matters: Designing Effective Corrections for Short-Form Video Misinformation
Gunasekara, S., Sew, C., Pareek, S., Kelly, R., Kostakos, V., & Gonçalves, J. (2026) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3772318.3790560 · Cited by 1
Eliciting advice instead of feedback improves developmental inputPreprint
Yeomans, M., Kristal, A., Blunden, H., & AW (2025) · OSF Preprints (OSF Preprints)
Metadata
- Authors
- Butler, A. C., Karpicke, J. D., & Roediger, H. L.
- Affiliations
- Washington University in St. Louis (US)
- Venue
- Journal of Experimental Psychology: Applied
- Published
- 2007
- Volume
- 13
- Issue
- 4
- Pages
- 273-281
- ISSN
- 1076-898X (ISSN-L)
- 1939-2192
- OpenAlex
- W2122370331
- Cited by
- 321
- References
- 34
- Citations by year
- 2026: 3 · 2025: 20 · 2024: 12 · 2023: 16 · 2022: 14 · 2021: 20 · 2020: 28 · 2019: 26 · 2018: 30 · 2017: 17 · 2016: 23 · 2015: 17 · 2014: 23 · 2013: 20 · 2012: 14
- FWCI
- 4.82
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Experimental Psychology Applied (publishedVersion)
- PubMed (publishedVersion)
- Funders
- James S. McDonnell Foundation
- Institute of Education Sciences
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Keywords
- feedback timing, delayed feedback, immediate feedback, multiple-choice tests, test-based learning, cued recall, prose reading
- MeSH terms
- Choice Behavior, Educational Measurement, Feedback, Humans, Learning, Time Factors
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
