Transcript On the Effects of Immediate Feedback

Technion
The Max-Wertheimer Minerva
Center for Cognitive Processes and
Human Performance
Israeli Institute of Technology
On the Effects of Immediate
Feedback
Ido Erev, Adi Luria
& Annan Erev
Background
Immediate Feedback: Good or Bad?
Past research on Immediate feedback has yielded
mixed results.
In general:
•
Field Studies show positive effects for immediate
feedback
•
Controlled laboratory experiments show negative
effects of immediate feedback
Theoretical Propositions
The present study suggests that immediate feedback
has 2 main effects:
1.
A negative Guidance effect - over reliance on
recent feedback
2.
A positive Association effect- better
understanding of the relationship between
outcomes & causes
Theoretical Propositions
It is suggested that past laboratory research used
strictly controlled paradigms which “controlled out”
positive effects
- guidance may be less robust than previously
thought
Hypotheses
A minimal modification of the classic guidance paradigm
may be sufficient to reverse the original pattern
 In multi-task situations, immediate feedback will lead to
better performance than delayed feedback
Method
Basic task:
Basic Feedback:
Green: 0.75
sec
Error in
seconds
Ready?
Start
The subjects’ task was to respond to the
stimulus with two presses on the enter
key, such that the interval between the
two presses would be (as close as
possible to) 750 milliseconds.
In the immediate feedback condition,
subjects were shown the performance
graph after every trial; in the delayed
feedback condition, subjects received
performance feedback (for every trial) at
the end of each 15-trial block.
Study 1 – Basic Task
1 Color, 1 Reaction time
Replication of Guidance Paradigm
Task: response to 1 colored stimulus
Conditions:
1) Immediate Fdbk
2) Delayed Fdbk
Method: 1) Practice with Fdbk
2) 10-min Retention (no Fdbk.)
3) 2-day Retention (no Fdbk.)
Study 1 – Results
Replication of Guidance Effect
Mean Abs. Error (ms)
450
Immediate
Delayed
400
350
300
250
200
150
100
50
0
1
2
3
4
5
6
7
8
9
10
11
12
13
Practice
with feedback
14
15
16
17
18
1
2
3
4
5
10-min
no feedback
6
1
2
3
4
5
6
2-day
no feedback
Immediate feedback improved practice performance but harmed
retention/transfer performance
Study 2 – Modified Task
4 Colors, 4 Reaction times
Reversing the Guidance Effect
Task: response to 4 colors, each with its own reaction time
(4 reaction times)
Conditions:
same
Method: same
Study 2 – Results
Reversing the Guidance Effect
500
Immediate
Mean Abs. Error (ms)
450
Delayed
400
350
300
250
200
150
100
50
0
1
2
3
4
5
6
7
8
9
10 11 12 13 14 15 16 17 18
Practice
with feedback
1
2
3
4
10-min
no feedback
5
6
1
2
3
4
2-day
no feedback
In 4-color paradigm, immediate feedback improves practice
performance AS WELL AS transfer/retention performance
5
6
Explaining the Results:
Increase in number of possible responses has 2
effects:
Reduces effectiveness of best response
to last (i.e. reduces guidance)
2) Increases the need for association
inherent in immediate feedback
1)
An increase in the number of possible responses
gave immediate feedback an advantage over
delayed
Conclusions
•
•
•
Dominance of guidance effects may be less
robust than previously thought
One way to counter negative guidance
effects may be to increase number of
possible responses.
Relationship to emphasis change training
(Gopher et al., 1989): Variability leads to
more effective learning.