Gerardo Ortiz, Paula Cuevas, Concepción Serrador-Diez, Lizeth Barrero-López
Descargar / Download PDF: http://dx.doi.org/10.5514/rmac.v46.i2.77872
The acquisition of the instructional function is related to variables such as accuracy, the specificity and content of the description pre-contact, and characteristics (type, frequency, content) of the response feedback. This experiment explored the direction and the content of the feedback in the acquisition of the instructional function in a second-order matching-to-sample-task. The direction involved feedback of a) correct and incorrect answers, b) only incorrect answers and c) only correct answers; the content of the feedback was in terms of instances, modalities, and relations. Thirty-six college students were randomly assigned to one of nine experimental groups, all of them facing a pre and a post-test, a training phase, and a transference phase. #ey were di$erentiated by the training phase in the order of the received feedback. In general, better performances were observed in groups with feedback of exclusively incorrect answers, while there were not differences based on the feedback’s content. Discussion is stated both in terms of the assumption of mistake as a prompt for learning, as well as in terms of quantity of necessary information given to the participants for the solution of the task
Key words: feedback, direction, content, conditional discrimination, precontact description.
Palabras clave: retroalimentación, dirección, contenido, discriminación condicional, descripciones precontacto.