| Abstract: | Ninety-seven fifth graders read a 900-word text followed by a multiple-choice test consisting of factual and guess questions that, respectively, could or could not be answered on the basis of the text. They received informative feedback either immediately after the test, after a day, or no feedback. All children were retested 7 days after the initial test and subsequently asked to identify their initial-test responses. On the delayed test, subjects in the feedback conditions outperformed subjects in the no-feedback condition on both types of question, but they did not identify more initial responses correctly. There were no differences between the feedback conditions. Initial-response identification was better for factual than for guess questions. Analysis of identification scores in relation to initial- and delayed-test response sequences suggested that awareness of initial errors may be helpful rather than detrimental for the acquisition of correct responses through feedback. |
