Abstract
From Schmidt & Bjork 1992: Recently, Schooler and Anderson (1990) examined feedback frequency effects in learning the computer language LISP, showing that (relative to frequent feedback) decreasing the number of feedback presentations depressed performance in acquisition, but facilitated retention performance. This work suggests that these effects might be generalizable to a variety of cognitive activities as well as to the motor behaviors discussed in the previous section.
Cite
CITATION STYLE
Schooler, L. J., & Anderson, J. R. (2008). The Disruptive Potential of Immediate Feedback. Research Showcase, (November), 702–708. Retrieved from http://repository.cmu.edu/cgi/viewcontent.cgi?article=1079&context=psychology
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