MARC details
| 000 -LEADER |
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| fixed length control field |
01764nam a22002417a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
ZW-GwMSU |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20221108141811.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
221108b |||||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
MSU |
| Transcribing agency |
MSU |
| Description conventions |
rda |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Fyfe, Emily R |
| Relator term |
author |
| 245 ## - TITLE STATEMENT |
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| Title |
Feedback both helps and hinders learning: The causal role of prior knowledge. |
| Statement of responsibility, etc. |
created by E. R., & Rittle-Johnson, B. |
| 264 ## - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
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| Place of production, publication, distribution, manufacture |
Vanderbilt |
| Name of producer, publisher, distributor, manufacturer |
American Psychological Association |
| Date of production, publication, distribution, manufacture, or copyright notice |
2015 |
| 336 ## - CONTENT TYPE |
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| Source |
rdacontent |
| Content type term |
text |
| Content type code |
txt |
| 337 ## - MEDIA TYPE |
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| Source |
rdamedia |
| Media type term |
unmediated |
| Media type code |
n |
| 338 ## - CARRIER TYPE |
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| Source |
rdacarrier |
| Carrier type term |
volume |
| Carrier type code |
nc |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Volume/sequential designation |
Volume , number , |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
Feedback can be a powerful learning tool, but its effects vary widely. Research has suggested that learners’ prior knowledge may moderate the effects of feedback; however, no causal link has been established. In Experiment 1, we randomly assigned elementary schoolchildren (N = 108) to a condition based on a crossing of 2 factors: induced strategy knowledge (yes vs. no) and immediate, verification feedback (present vs. absent). Feedback had positive effects for children who were not taught a correct strategy, but negative effects for children with induced knowledge of a correct strategy. In Experiment 2, we induced strategy knowledge in all children (N = 101) and randomly assigned them to 1 of 3 conditions: no feedback, immediate correct-answer feedback, or summative correct-answer feedback. Again, feedback had negative effects relative to no feedback. Results provide evidence for a causal role of prior knowledge and indicate that minimal feedback can both help and hinder learning. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
feedbck |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
problem solving |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
prior knowledge |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
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| Uniform Resource Identifier |
https://doi.org/10.1037/edu0000053 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Journal Article |