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EFFECTS OF DIFFERENTIAL FEEDBACK ON THE ANSWERING OF TWO TYPES OF QUESTIONS BY FIFTH‐ AND SIXTH‐GRADERS
Author(s) -
PEECK J.
Publication year - 1979
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1979.tb02401.x
Subject(s) - psychology , test (biology) , inference , constructive , cognition , perseveration , developmental psychology , mathematics education , cognitive psychology , computer science , artificial intelligence , paleontology , process (computing) , neuroscience , biology , operating system
S ummary . 52 fifth‐ and sixth‐grade children read a 900‐word text which was followed by a multiple‐choice test consisting of fact and inference questions. One and a half hours later, they were given feedback either with or without the original text present. Four days later all children were retested. On both the immediate and delayed test sixth‐graders performed better than fifth‐graders, while, especially in grade 5, more fact than inference questions were answered correctly. These results were interpreted as corroborating recent findings on developmental improvement in constructive cognition. Feedback on inference questions seemed somewhat more effective with the original text than without. The children correctly identified almost 90 per cent of their first‐test responses at the time of the delayed test. The identification patterns were interpreted as providing evidence against the interference‐perseveration explanation of the delay‐retention effect.