Pashler, H., Cepeda, N. J., Wixted, J. T., & Rohrer, D. (2005). When does feedback facilitate learning of words? Journal of Experimental Psychology: Learning, Memory, and Cognition, 31, 3-8. [116k pdf]

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.

2008 (cited by 3)

• Carpenter, S. K., Pashler, H., Wixted, J. T., & Vul, E. (2008). The effects of tests on learning and forgetting. Memory and Cognition, 36, 438-448.
• Koedinger, K. R., Pavlik, P., McLaren, B. M., & Aleven, V. (2008). Is it better to give than to receive? The assistance dilemma as a fundamental unsolved problem in the cognitive science of learning and instruction. Proceedings of the 30th meeting of the cognitive science society.
• Logan, J. M., & Balota, D. A. (2008). Expanded vs. equal interval spaced retrieval practice: Exploring different schedules of spacing and retention interval in younger and older adults. Aging Neuropsychology and Cognition, 15, 257-280.

2007 (cited by 14)

• Butler, A. C., Karpicke, J. D., & Roediger, H. L. (2007). The effect of type and timing of feedback on learning from multiple-choice tests. Journal of Experimental Psychology: Applied, 13, 273-281.
• Butler, A. C., & Roediger, H. L. (2007). Testing improves long-term retention in a simulated classroom setting. European Journal of Cognitive Psychology, 19, 514-527.
• Kang, S. H. K., McDermott, K. B., & Roediger, H. L. (2007). Test format and corrective feedback modify the effect of testing on long-term retention. European Journal of Cognitive Psychology, 19, 528-558.
• McConnell, M. D., & Hunt, R. R. (2007). Can false memories be corrected by feedback in the DRM paradigm? Memory and Cognition, 35, 999-1006.
• McDaniel, M. A., Anderson, J. L., Derbish, M. H., & Morrisette, N. (2007). Testing the testing effect in the classroom. European Journal of Cognitive Psychology, 19, 494-513.
• McDaniel, M. A., Roediger, H. L., & McDermott, K. B. (2007). Generalizing test-enhanced learning from the laboratory to the classroom. Psychonomic Bulletin and Review, 14, 200-206.
• Metcalfe, J., & Kornell, N. (2007). Principles of cognitive science in education: The effects of generation, errors, and feedback. Psychonomic Bulletin and Review, 14, 225-229.
• Pashler, H., Rohrer, D., Cepeda, N. J., & Carpenter, S. K. (2007). Enhancing learning and retarding forgetting: Choices and consequences. Psychonomic Bulletin and Review, 14, 187-193.
• Pavlik, P. I. (2007). Understanding and applying the dynamics of test practice and study practice. Instructional Science, 35, 407-441.
• Pyc, M. A., & Rawson, K. A. (2007). Examining the efficiency of schedules of distributed retrieval practice. Memory and Cognition, 35, 1917-1927.
• Rawson, K. A., & Dunlosky, J. (2007). Improving students' self-evaluation of learning for key concepts in textbook materials. European Journal of Cognitive Psychology, 19, 559-579.
• Rohrer, D., & Pashler, H. (2007). Increasing retention without increasing study time. Current Directions in Psychological Science, 16, 183-186.
• Vasilyeva, E., Puuronen, S., Pechenizkiy, M., & Rasanen, P. (2007). Feedback adaptation in web-based learning systems. International Journal of Continuing Engineering Education and Life Long Learning, 17, 337-357.
• Vul, E., & Pashler, H. (2007). Incubation benefits only after people have been misdirected. Memory and Cognition, 35, 701-710.

2006 (cited by 6)

• Bradshaw, G. L., & Crutcher, R. J. (2006). Beyond the printed page: Style suggestions for electronic texts. Journal of Online Learning and Teaching, 2.
• Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132, 354-380.
• Do, K. S., & Shim, J.-A. (2006). Learning probability rules using feedbacks: What kinds of feedback and to whom? 5th international conference of the cognitive sciences, 87-88.
• Pavlik, P. I. (2006). The microeconomics of learning: Optimizing paired-associate memory. (Doctoral dissertation, Carnegie Mellon University, 2005). Dissertation Abstracts International, 66, 5704.
• Roediger, H. L., & Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1, 181-210.
• Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning - Taking memory tests improves long-term retention. Psychological Science, 17, 249-255.

2005 (cited by 0)