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.

2011 (cited by 1)

• Metcalfe, J., & Finn, B. (in press). People's hypercorrection of high confidence errors: Did they know it all along? Journal of Experimental Psychology: Learning, Memory, and Cognition.

2010 (cited by 11)

• Beck, L. (2010). Behavioral and neural correlates of performance feedback in younger and older adults. Doctoral Dissertation, RWTH Aachen.
• Fazio, L. K., Huelser, B. J., Johnson, A., & Marsh, E. J. (2010). Receiving right/wrong feedback: Consequences for learning. Memory, 18, 335-350.
• Finn, B., & Metcalfe, J. (2010). Scaffolding feedback to maximize long-term error correction. Memory and Cognition, 38, 951-961.
• Hays, M. J., Kornell, N., & Bjork, R. A. (2010). The costs and benefits of providing feedback during learning. Psychonomic Bulletin and Reveiw, 17, 797-801.
• Kantner, J., & Lindsey, D. S. (2010). Can corrective feedback improve recognition memory? Memory and Cognition, 38, 389-406.
• Karpicke, J. D., & Roediger, H. L. (2010). Is expanding retrieval a superior method for learning text materials? Memory and Cognition, 38, 116-124.
• Lipinski, J., Spencer, J. P., & Samuelson, L. K. (2010). Biased feedback in spatial recall yields a violation of delta rule learning. Psychonomic Bulletin and Review, 17, 581-588.
• Patterson, J. T., & Lee, T. D. (2010). Self-regulated frequency of augmented information in skill learning. Canadian Journal of Experimental Psychology, 64, 33-40.
• Smith, T. A., & Kimball, D. R. (2010). Learning from feedback: Spacing and the delay-retention effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 80-95.
• Trapp, A. (2010). Teaching you to suck Eggs? Using psychology to teach psychology. In D. Upton, & A. Trapp (Eds.), Teaching psychology in higher education.
• Vojdanoska, M., Cranney, J., & Newell, B. R. (2010). The testing effect: The role of feedback and collaboration in a tertiary classroom setting. Applied Cognitive Psychology, 24, 1183-1195.

2009 (cited by 12)

• Cepeda, N. J., Coburn, N., Rohrer, D., Wixted, J. T., Mozer, M. C., & Pashler, H. (2009). Optimizing distributed practice: Theoretical analysis and practical implications. Experimental Psychology, 56, 236-246.
• DiBattista, D., Gosse, L., Sinnige-Egger, J. A., Candale, B., & Sargeson, K. (2009). Grading scheme, test difficulty, and the immediate feedback assessment technique. Journal of Experimental Education, 77, 311-336.
• Johnson, C. I., & Mayer, R. E. (2009). A testing effect with multimedia learning. Journal of Educational Psychology, 101, 621-629.
• Kornell, N., & Son, L. K. (2009). Learners' choices and beliefs about self-testing. Memory, 17, 493-501.
• Larson, A. A., Britt, M. A., & Kurby, C. A. (2009). Improving students' evaluation of informal arguments. Journal of Experimental Education, 77, 339-365.
• Marsh, E. J., Agarwal, P. K., & Roediger, H. L. (2009). Memorial consequences of answering SAT II questions. Journal of Experimental Psychology: Applied, 15, 1-11.
• McConnell, M. D. (2009). Examining the benefits of feedback: Are monitoring skills implicated in successful performance? Doctoral Dissertation, University of North Carolina at Greensboro.
• McDaniel, M. A., Howard, D. C., & Einstein, G. O. (2009). The read-recite-review study strategy: Effective and portable. Psychological Science, 20, 516-522.
• Metcalfe, J., Kornell, N., & Finn, B. (2009). Delayed versus immediate feedback in children's and adults' vocabulary learning. Memory and Cognition, 37, 1077-1087.
• Metzler-Baddeley, C., & Baddeley, R. J. (2009). Does adaptive training work? Applied Cognitive Psychology, 23, 254-266.
• Pyc, M. A., & Rawson, K. A. (2009). Testing the retrieval effort hypothesis; Does greater difficulty correctly recalling information lead to higher levels of memory? Journal of Memory and Language. 60, 437-447.
• Richland, L. E., Kornell, N., & Kao, L. S. (2009). The pretesting effect: Do unsuccessful retrieval attempts enhance learning? Journal of Experimental Psychology, Applied, 15, 243-257.

2008 (cited by 13)

• Butler, A. C., Karpicke, J. D., & Roediger, H. L., III. (2008). Correcting a metacognitive error: Feedback increases retention of low-confidence correct responses. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34, 918-928.
• Butler, A. C., & Roediger, H. L., III. (2008). Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing. Memory and Cognition, 36, 604-616.
• 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.
• Guzman-Munoz, F. J., & Johnson, A. (2008). Error feedback and the acquisition of geographical representations. Applied Cognitive Psychology, 22, 979-995.
• Han, S., & Dobbins, I. G. (2008). Examining recognition criterion rigidity during testing using a biased-feedback technique: Evidence for adaptive criterion learning. Memory and Cognition, 36, 703-715.
• 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.
• Larsen, D. P., Butler, A. C., & Roediger, H. L., III. (2008). Test-enhanced learning in medical education. Medical Education, 42, 959-966.
• 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.
• Metcalfe, J., & Finn, B. (2008). Familiarity and retrieval processes in delayed judgments of learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34, 1084-1097.
• Pavlik, P. I., Jr., & Anderson, J. R. (2008). Using a model to compute the optimal schedule of practice. Journal of Experimental Psychology: Applied, 14, 101-117.
• Pyc, M. A. (2008). Labor and gain, but then labor in vain: Diminishing returns of repeated retrieval practice. Unpublished masters thesis, Kent State University.
• Watson, M. R., & Blair, M. R. (2008). Attentional allocation during feedback: Eyetracking adventures on the other side of the response. Proceedings of the 30th Annual Meeting of the Cognitive Science Society, 345-350.
• Zhang, J.-K., Bai, X.-J., & Yang, L.-X. (2008). Researches overseas on testing effect: A review. Advances in Psychological Science, 16, 661-670.

2007 (cited by 15)

• 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.
• Guzman-Munoz, F. J., & Johnson, A. (2007). Error feedback and the acquisition of geographical representations. Applied Cognitive Psychology, 22, 979-995.
• 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? Proceedings of the 28th Annual Conference of the Cognitive Science Society, 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 1)

• Winters, S. J., Levi, S. V., & Pisoni, D. B. (2005). When and why feedback matters in the perceptual learning of visual properties of speech. Research on Spoken Language Processing, Progress Report No. 27.

2004 (cited by 1)

• Winters, S. J., & Pisoni, D. B. (2003-2004). Some effects of feedback on the perception of point-light and full-face visual displays of speech: A preliminary report. Reseach on Spoken Language Processing, Progress Report No. 26.