Error feedback and the acquisition of geographical representations

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    Abstract

    Three training conditions were compared in a task of learning locations of cities on a map: one in which participants could avoid errors by searching for the name of the correct city, and two others in which either immediate feedback after each response or delayed feedback after all responses had been made was given. Learners who received feedback only after placing all the cities on the map performed more poorly overall during training but outperformed the other two groups in both immediate and delayed tests. This advantage is interpreted as evidence of differential development of relational knowledge and application of cognitive effort across training conditions.
    Original languageEnglish
    Pages (from-to)979-995
    JournalApplied cognitive psychology
    Volume22
    Issue number7
    DOIs
    Publication statusPublished - 1 Nov 2008

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    Keywords

    • feedback (psychology)
    • learning process
    • maps
    • cities
    • training

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