Feedback containing comments or scaffolding is more likely applied; affective or assessing feedback is more likely ignored¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Sequential analysis showed participants preferred to apply feedback containing comments or scaffolding and to ignore positive, negative, or assessing feedback. → Junting Yin 2025

Evidence¶

Junting Yin 2025¶

Junting Yin, Zheyu Jin, Yuxuan Zhang, Xuening Li, Yangzhuo Li, Guoping Zhang & Junlong Luo. (2025). Applying, not ignoring: how feedback uptake and neural synchrony drive creativity. npj Science of Learning 10:61. https://doi.org/10.1038/s41539-025-00351-0

q2 · i? · causal · r2

Behavioral sequence analysis using GSEQ 5.1 with adjusted residuals (z > 1.96 threshold) for IF and OF groups. The article concludes that "why" (comment) or "how" (scaffolding) feedback was more likely applied, and more application was associated with better acquisition.

"when participants received feedback containing comments or scaff olding, individuals preferred to apply the feedback. In contrast, when participants received positive or negative feedback or assessed feedback, they were more likely to ignore it."

Discussion¶

Related Claims¶

• Applying feedback correlates positively and ignoring feedback negatively with creativity acquisition — related
• FAS support partially improves internal feedback: more comments on and fewer ignored erroneous elements in students' own drafts — related
• INS at CH6–CH14 correlated with creativity enhancement, and INS was amplified when feedback was applied rather than ignored — related