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1.
Misconceptions about science are often not corrected during study when they are held with high confidence. However, when corrective feedback co-activates a misconception together with the correct conception, this feedback may surprise the learner and draw attention, especially when the misconceptions are held with high confidence. Therefore, high-confidence misconceptions might be more likely to be corrected than low-confidence misconceptions. The present study investigates whether this hypercorrection effect occurs when students read science texts. Effects of two text formats were compared: Standard texts that presented factual information, and refutation texts that explicitly addressed misconceptions and refuted them before presenting factual information. Eighth grade adolescents (N = 114) took a pre-reading test that included 16 common misconceptions about science concepts, rated their confidence in correctness of their response to the pre-reading questions, read 16 texts about the science concepts, and finally took a post-test which included both true/false and open-ended test questions. Analyses of post-test responses show that reading refutation texts causes hypercorrection: Learners more often corrected high-confidence misconceptions after reading refutation texts than after reading standard texts, whereas low-confidence misconceptions did not benefit from reading refutation texts. These outcomes suggest that people are more surprised when they find out a confidently held misconception is incorrect, which may encourage them to pay more attention to the feedback and the refutation. Moreover, correction of high-confidence misconceptions was more apparent on the true/false test responses than on the open-ended test, suggesting that additional interventions may be needed to improve learners' accommodation of the correct information. 相似文献
2.
Three experiments investigated whether the hypercorrection effect – the finding that errors committed with high confidence are easier, rather than more difficult, to correct than are errors committed with low confidence – occurs in grade school children as it does in young adults. All three experiments showed that Grade 3–6 children hypercorrected high confidence errors and the children also claimed that they ‘knew those answers all along.’ Experiment 2 included two second-guess tasks following error commission, one in which the children attempted to choose the correct answer from six options and the other in which they tried to generate a correct second response. Neither provided evidence that children actually knew high confidence corrections all along. Experiment 3, however, showed that the children had some preferential partial knowledge insofar as they needed fewer hints to guess the correct answers to high confidence than to low confidence errors. 相似文献
3.
Gary D. Phye 《Contemporary educational psychology》1979,4(4):381-394
From a cognitive perspective, informative feedback is assumed to be confirmatory or corrective. However, feedback is not always effective and errors persist. In cases where errors persist, an analysis of errors as well as correct responses is recommended in order to better understand the processing of informative feedback. A model of multiple-choice processing is introduced to provide the context for a consideration of the role of error analysis. Data from experiment 1 demonstrate the use of semantic retrieval cues in multiple-choice performance. While informative feedback improves post-test performance, it is difficult to demonstrate a differential effect for type of feedback. Experiment 2 suggests a threshold effect for informative feedback. Information beyond that which is necessary for the confirmation of a correct response and/or the correction of an error has a deleterious effect on post-test performance. Error analysis indicated a disproportionate number of perseverative errors when the use of a retrieval process was not required at post-test. 相似文献
4.
In two experiments, immediate feedback defined as feedback following the completion of a 40-item multiple-choice test and delayed feedback (received 48 hr later) were examined in a simulated classroom situation with college students. As defined, delayed feedback was not superior to immediate feedback, as would be predicted by the delayed retention effect. Also, feedback in the form of correct answer only was superior to correct answer plus distractors lending partial support to the frequency theory of recognition memory. In addition to not finding the delayed retention effect, an analysis of errors in experiment two did not support the interference—perseveration hypothesis as an explanation for the type of error committed following immediate feedback. 相似文献
5.
文章采用三种方法对学生英语口语的纠正反馈在CLT课堂的重要性进行了实证研究。先通过访谈、问卷调查了教师和学生对纠正反馈的态度和偏好,再运用听课记录分析了教师对学生错误纠正的频率,以及纠正反馈所产生的作用。调查结果发现,大部分老师和学生对纠正反馈持肯定态度,交际互动中老师对学生口语错误的纠正反馈能较大程度上引起学生对正确语言的理解并对错误做出一定量的修正。据此,本研究认为,在CLT课堂中,适当的纠正反馈是重要的,必不可少的,对学生的英语学习有很大的促进作用。 相似文献
6.
The present study examined the effect of three modes of feedback on the seriousness of error types committed on a post-test. The measure of seriousness of error types, or wrong rules, indicates to what extent the wrong rules deviate from the right rule. An on-line, free-response, six-item pre-test covering addition of signed numbers was administered to 263 eighth graders. Upon completion of the pre-test, the students were randomly assigned to receive one of the following kinds of feedback to responses to a second six-item test: (a) information about whether or not the response was correct, (b) the correct answer, or (c) the correct rule for solving the problem. The effect of the feedback mode on the seriousness of errors committed on a third six-item test, the post-test, was found to be differential and dependent upon the seriousness of errors committed on the pre-test. 相似文献
7.
Previous studies have shown that pigeons could learn a serial list of colors and to select each color in the proper order when presented with an array of colors. Errors of jumping forward in the required sequence (forward errors) were most probable, with jumps backward in the required sequence (backward errors) being relatively improbable. One proposed explanation for the higher probability of forward errors suggests that the pigeon pecks at the correct stimulus without activating the response switch and then pecks the next stimulus in the sequence closing the response switch. This “inadequate-peck” hypothesis suggests that forward errors are due to weak stimulus control and that increased feedback for correct pecks should therefore reduce forward error probability relative to a low-feedback condition. The present study compared responding under conditions of high and no experimenter-provided feedback for correct pecks. As the feedback did not affect the probability of forward errors, the inadequate-peck hypothesis was not supported. A short-term memory explanation is consistent with the data. 相似文献
8.
大学英语写作教学中的纠错反馈研究 总被引：1，自引：0，他引：1
欧敏鸿 《大学.研究与评价》2009,(Z1)
文章讨论了大学英语写作教学中有关纠错反馈的理论基础——输入输出假说以及纠错反馈的研究进展。认为教师应重视自己在纠错反馈中的角色,教师应知道纠正什么、何时纠错和如何纠错;还应重视学生在纠错反馈中的角色,了解学生的喜好和愿望,重视和引导学生进行自我纠正和同辈反馈。 相似文献
9.
有效纠错教学是以学生的学习错误为教学起点,为引导学生发现错误及其原因并能自主纠正错误,从而形成对知识、技能的正确理解,形成良好的纠错经历和感悟,而实施的具有最优速度、效益和效率的教学活动。依据有效教学理论,借鉴医生的诊疗流程,提出了有效纠错的基本原则和实施框架。引导教师准确而敏捷地识别错误、全面而深刻地分析错因、匹配最佳纠错方式、制定弹性纠错方案、动态调整纠错方案,是实施有效纠错教学的基本策略。 相似文献
10.
The impact of computer-based performance feedback on students’ affective-motivational state may be very different, depending on the positive or negative direction of the feedback message and its specific content. This experiment investigated whether more elaborated error messages improve students’ affective-motivational response to negative (i.e., corrective) feedback. We systematically varied the presence and complexity of corrective feedback messages (1 × 4 between-subjects design) and analyzed the effects of the provided feedback on students’ emotions, task-related perceived usefulness, and expectancy-value beliefs. University students (N = 439) worked on a low-stakes test with 12 constructed-response geometry tasks. They received either no feedback or different complexities of immediate corrective feedback after incorrect responses (i.e., Knowledge of Results [KR], Knowledge of Correct Response [KCR], or Elaborated Feedback [EF]), paired with immediate confirmatory KCR feedback after correct responses (i.e., confirming their response). Our data showed that students’ task-level performance moderated the emotional impact of feedback (i.e., beneficial effects after correct responses; detrimental effects after incorrect responses). Students’ performance further moderated several feedback effects on students’ expectancy-value beliefs. Regarding error message complexity, we found that students reported higher levels of positive emotions after receiving EF or KCR compared to KR, while only EF decreased students' level of negative emotions compared to KR and increased students' task-related perceived usefulness compared to all other groups. Overall, our results suggest that performance feedback is likely to improve students’ affective-motivational state when the feedback confirms a correct response. Moreover, when reporting an error, EF (or KCR messages) were more beneficial to affective-motivational outcomes than simple KR notifications. 相似文献
11.
This study investigated the effectiveness of a constant time delay procedure in teaching adolescents with learning or behavior disorders. Subject matter included social studies and health facts presented in small-group settings. In addition, the study assessed the effects of two attentional responses (general--looking at the target stimuli, or specific--repeating the teacher's question) on students' acquisition of other students' facts and of related nontarget information. Two types of feedback for correct responses were presented: praise plus additional information, and general praise only. Results of various measures indicate that (a) the constant time delay procedure was reliable and effective; (b) students not only acquired targeted facts with few errors, but also acquired some other nontargeted facts, such as information presented along with feedback; and (c) specific attentional responses facilitated acquisition of observational and incidental facts and maintenance of learning. 相似文献
12.
文章根据Lyster和RantA所给的模式,通过一定量的课堂观察等实验,对综合英语课堂中教师的口语纠正反馈对学生的语言输入和语言输出的影响进行分析。结果发现,交际互动中教师对学生口语错误的纠正反馈能较大程度上引起学生对正确语言的理解,并对错误做出一定量的修正;适当的教师纠正反馈能加强学生的语言输入,促进学生正确的语言输出,对学生英语学习有积极的影响,因此,在综合英语课堂中教师对学生的口语错误有必要进行适当的纠正反馈。 相似文献
13.
Nesrin Destan Manuela A. Spiess Anique de Bruin Mariëtte van Loon Claudia M. Roebers 《Metacognition and Learning》2017,12(3):315-336
The current study investigated kindergarteners and second graders’ ability to monitor and evaluate their own and a virtual peer’s performance in a paired-associate learning task. Participants provided confidence judgments (CJs) for their own responses and performance-based judgments (judgments provided after receiving feedback on their performance) for both their own and a virtual peer’s responses. For the performance-based judgments, children were confronted with their own or the peer’s answer as well as the correct answer. Additionally, participants were asked to credit their own and the peer’s correct and incorrect answers while facing feedback. Results indicate an age-related progression in metacognitive monitoring skills, with second graders differentiating more strongly in their confidence judgments between correct and incorrect responses compared to kindergarteners. Regarding performance-based judgments, children of both age groups provided higher judgments for correctly compared to incorrectly recognized items as well as for their own responses in comparison to the responses of the unknown child. Similarly, when crediting, participants of both age groups gave more credits for correct recognition than for incorrect recognition and for their own responses than for the peer’s responses. The significant interaction between age group and recognition accuracy for the crediting shows that second graders gave more credits for correctly recognized items while kindergarteners gave more credits for incorrect answers than the older children – primarily for their own incorrect answers. In conclusion, the study provides new insights into 6- and 8-year-olds’ evaluations of their own and an unknown child’s performance in a paired-associate learning task by showing that children of both age groups generally judged and credited responses in their own favor. These results add to our understanding of biases in children’s performance evaluations, including metacognitive judgments and judgments provided after receiving feedback. 相似文献
14.
词汇僵化是外语学习过程中难以避免的问题。关于其形成的机制众说纷纭,至今没有一个统一的认识。词汇僵化错误具体表现在音韵、形态音位、句法与语义四个方面。从理论上讲,僵化一旦形成就无法从根本上得到根除,但采用有效的手段尽量减少语言产出中的僵化并非决无可能性。本文通过实证研究验证了使用纠错式反馈引导学习者自行纠正课外作文中的僵化错误可以有效减少语言产出中的词汇僵化现象的假设。 相似文献
15.
Solange Denervaud Jean‐Franois Knebel Mary Helen Immordino‐Yang Patric Hagmann 《Mind, Brain, and Education》2020,14(2):167-175
Through performance monitoring individuals detect and learn from unexpected outcomes, indexed by post‐error slowing and post‐error improvement in accuracy. Although performance monitoring is essential for academic learning and improves across childhood, its susceptibility to educational influences has not been studied. Here we compared performance monitoring on a flanker task in 234 children aged 4 through 15, from traditional or Montessori classrooms. While traditional classrooms emphasize that students learn from teachers' feedback, Montessori classrooms encourage students to work independently with materials specially designed to support learners discovering errors for themselves. We found that Montessori students paused longer post‐error in early childhood and, by adolescence, were more likely to self‐correct. We also found that a developmental shift from longer to shorter pauses post‐error being associated with self‐correction happened younger in the Montessori group. Our findings provide preliminary evidence that educational experience influences performance monitoring, with implications for neural development, learning, and pedagogy. 相似文献
16.
沈茵 《湖北广播电视大学学报》2011,31(3):129-130
随着语言学、应用语言学、认知心理学以及其他相关学科的发展,人们对错误的态度也发生了很大的变化。错误分析理论认为：学习是一个复杂的心理过程,使外语学习者不断检验自己关于目标语的假设,并在不断的错误尝试过程中学习。根据这一理论,教师首先得正确对待错误,分析错误的根源,在教学中把握纠错的合适时机,采取最佳的纠错对策。 相似文献
17.
近些年来,二语课堂的师生互动研究在二语习得领域中备受关注。其中,修正性反馈是最为核心的部分。主要通过实证探讨大学英语课堂中教师修正性反馈与学习者接纳之间的关系。实验结果表明,引起学习者最多接纳的反馈是元语言反馈,其次是引导和要求澄清,再次是明确纠错和重复,最后是重铸。此外,学习者语言水平对修正性反馈的效果、接纳和修正错误都有影响。 相似文献
18.
倪文君 《湖州师范学院学报》2007,29(5):118-121
重铸是一种含蓄的否定反馈方式。国外研究表明,重铸有助于学生纠正错误。但重铸自身有一些缺点。实验结果表明,三个重铸实验组的效果均优于控制组,对于不同成绩水平的学生,三种重铸的效果有所差异。因此可以对重铸进行改造,对于不同学生类型采取不同的重铸组合类型。 相似文献
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20.
CRC算法及其单片机实现 总被引：1，自引：0，他引：1
杨庆 《广东教育学院学报》2007,27(5):83-86
在数据通信中,由于诸多因素的影响,设备之间的通信数据常常会发生一些无法预测的错误.为确保高效而无差错地传输数据,降低错误所带来的影响,必须对数据进行检错,即差错控制.一般在通信时采用数据校验的办法,在诸多检错手段中,CRC是最著名的一种.利用51系列单片机可以实现CRC. 相似文献