Benefits from retrieval practice are greater for students with lower working memory capacity

We examined the effects of retrieval practice for students who varied in working memory capacity as a function of the lag between study of material and its initial test, whether or not feedback was given after the test, and the retention interval of the final test. We sought to determine whether a blend of these conditions exists that maximises benefits from retrieval practice for lower and higher working memory capacity students. College students learned general knowledge facts and then restudied the facts or were tested on them (with or without feedback) at lags of 0–9 intervening items. Final cued recall performance was better for tested items than for restudied items after both 10 minutes and 2 days, particularly for longer study–test lags. Furthermore, on the 2-day delayed test the benefits from retrieval practice with feedback were significantly greater for students with lower working memory capacity than for students with higher working memory capacity (r?=??.42). Retrieval practice may be an especially effective learning strategy for lower ability students.     

社交网站中的自我表露对青少年孤独感的影响:一个有调节的中介模型

本研究采用社交网站中的自我表露量表、自尊量表、感知积极反馈量表和孤独感量表对武汉市八所普通中学1588名11~19岁的中学生进行调查,考察社交网站中的自我表露和孤独感的关系,以及感知积极反馈在二者关系间的中介作用和自尊对这一中介作用的调节。结果显示：（1）在控制了性别、年龄和社交网站使用时间后,社交网站中的自我表露显著负向预测青少年孤独感;（2）感知积极反馈在社交网站中的自我表露和孤独感之间起部分中介作用;（3）社交网站中的自我表露经由感知积极反馈影响孤独感的中介作用受到自尊的调节。具体而言,感知积极反馈的中介效应只出现在高自尊者中,在低自尊者中并不存在上述中介作用。     

Gender differences in reaction to psychological pressure: evidence from tennis players

Using data on about 35,000 professional tennis matches, we test whether men and women react differently to psychological pressure arising from the outcomes of sequential stages in a competition. We show that, with respect to men, women losing the first set are much more likely to play poorly the second set. This suggests that women are more discouraged when facing the pressure of falling behind and receiving negative feedback. The gender differential is stronger in high-stake matches. On the other hand, when players are tied in the third set we do not find any gender difference in players’ reactions suggesting that women are as able as men to handle pressure if they do not lag behind. These results are robust controlling for measures of abilities and fitness of players, such as players’ rankings, players’ ex-ante winning probability, players’ rest, monetary prizes, players’ and tournaments’ fixed effects.     

Perceived impact of online written feedback on students’ writing and learning: a reflection

In this reflective study, I perceive the impact of my own written feedback on students’ academic writing skills in particular and on learning in general. Anchored on Schon’s reflection-on-action (ROA) framework, my reflection arose from a content analysis of my written feedback on 80 student drafts and 44 feedback responses. I found that my written feedback is of two types: focus on form and focus on meaning. Coding the feedback led to an identification of six feedback functions: instructive/using imperatives (18.36%); suggestive (15.31%); asking questions/probing (23.98%); stating a personal opinion (6.12%); corrective (29.59%); and affirming/negating (6.63%). The categorisation of feedback according to these functions was influenced by Wolsey’s feedback functions (2008) which was adapted by Alvarez, Espasa and Guasch. Results revealed that I employ corrective feedback, probing questions and instructive feedback more frequently than suggestive feedback, personal statement or affirmation/negation. I also found that my feedback on form (59%) is higher than my feedback on meaning (41%). I explain the relationship of these findings by identifying some confounding factors that enabled me to interrogate my assumptions, along with a discussion of their implications.     

Short- and long-term consequences in decision-making under risk: immediate feedback about long-term prospects benefits people tending to impulsive processing

Many decisions in everyday life involve weighing up immediate and expected future outcomes that may be conflictive. Yet, it is still unclear which cognitive functions may affect decision-making in such situations. We examined 150 healthy subjects using a new decision-making task that measures people’s ability at handling short- and long-term consequences under objective risk. Two task versions were developed to investigate the effects of feedback about long-term consequences on decision-making. One version includes feedback about changes in long-term prospects while the other does not. Both groups revealed that advantageous decision-making correlated with reasoning and working-memory abilities, however, no correlations with executive functions were found. The effect of feedback on decision-making performance was moderated by impulsivity and need for cognition. Our findings contribute to recent dual-system approaches for risky decision-making by showing that individuals with predispositions towards impulsive rather than reflective information processing could profit from feedback about long-term prospects.     

社会价值取向与反馈对动态社会两难决策的影响：以水资源两难决策为例

以水资源两难情景为实验任务,探讨了社会价值取向与反馈在社会两难决策中的作用.结果表明: (1)社会价值取向在决策者的两难决策行为中起着非常重要的作用.合作型个体比非合作型个体显著地表现出更多的合作行为.个体的社会价值取向可以作为预测两难决策行为的一个重要因素: (2)不同的反馈类型对具有不同社会价值取向的决策者的决策行为影响不同.非合作型个体受反馈信息影响比较明显,而合作型个体则不易受他人的决策信息影响.     

目标定向与进步反馈对优差生写作成绩影响的实验研究

本研究以24名优生和24名学习困难学生(以下简称差生或学困生)为被试,通过实验探讨了目标定向与进步反馈对优差生写作成绩的影响。结果表明：(1)目标定向和反馈对优生的写作成绩影响不显著;(2)在成绩目标定向时,接受进步反馈的差生其作文成绩显著优于无进步反馈的差生;在掌握目标定向时,进步反馈对差生的影响不显著;(3)在无进步反馈时,掌握目标定向的差生其写作成绩显著优于成绩目标定向的差生;在给予进步反馈时,目标定向对差生的影响不显著。     

The dynamic relationship between performance feedback, trust, and conflict in groups: A longitudinal study

Moderate task conflict has generally been associated with higher group performance, and relationship conflict associated with lower performance. Past studies have most often discussed their findings as though differences in level of intragroup conflict cause differences in group performance—rather than testing the additional possibility that reported group conflict is a reaction to feedback on past group performance. This paper explores the dynamic relationships between intragroup conflict and performance with a longitudinal design. Results from 67 groups suggest that initial performance feedback to groups can have significant consequences for future team interaction. We find evidence to suggest that, (a) negative initial group performance feedback results in later increases in both task and relationship conflict, but that (b) groups with high early intragroup trust are buffered from experiencing the worst of future relationship conflict.     

Effect of goal difficulty and feedback seeking on goal attainment and learning1

Abstract: This field study investigated the effect of goal difficulty and feedback seeking on goal attainment and learning in Management by Objectives (MBO) programs. Participants (n = 105) described the degree of their goal difficulty. After 6 months, they answered a questionnaire that inquired about the frequency of the feedback‐seeking and the degree of learning during the 6‐month period. Data about the extent of goal attainment were obtained from the participants’ immediate supervisors. The results indicated that goal difficulty and the frequency of feedback seeking were positively related to the degree of goal attainment and learning.