In a laboratory word-learning task, introducing feedback in the second half of learning improved immediate meaning-extraction performance, while withdrawing feedback produced no significant drop on day 1¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? When participants who began without feedback started receiving feedback in the second half, immediate meaning-extraction performance improved substantially (67.7% to 75.1%), while withdrawal produced only a small, non-significant drop (68.4% to 66.7%). → Vavra 2023
Evidence¶
Vavra 2023¶
Vavra, P., Sokolovič, L., Porcu, E., Ripollés, P., Rodriguez-Fornells, A., & Noesselt, T. (2023). Entering into a self-regulated learning mode prevents detrimental effects of feedback removal on memory. npj Science of Learning, 8(1). https://doi.org/10.1038/s41539-022-00150-x
q3 · i? · causal · r2
GLMM on day-1 learning performance in the laboratory experiment (N = 60) with feedback, congruence (within) and order (between). The feedback-by-order interaction was significant (χ2(1) = 4.42, p = 0.04), with improvement only when feedback was "added in the second half of the experiment".
"When participants who began without feedback started receiving feedback in the second half of the experiment, their performance improved substantially (67.7% to 75.1% when collapsing across incongruent and congruent trials, odds-ratio = 0.696 ± 0.069, p = 0.0003)"
Discussion¶
Related Claims¶
- In an online replication, adding feedback in the second half improved immediate extraction of concrete word meanings for congruent trials only, replicating the laboratory effect — related
- In the laboratory experiment, withdrawing feedback in the second half of learning significantly lowered next-day recognition of congruent word meanings, while adding feedback later did not impair recognition — related
- In the laboratory experiment, next-day recognition was higher for congruent new-word meanings than for incongruent items, while day-1 performance showed the opposite pattern — related
- Immediate task success does not establish learning that persists without AI support — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
exp1-adding-feedback-second-half-improves-immediate-extraction |
title |
In a laboratory word-learning task, introducing feedback in the second half of learning improved immediate meaning-extraction performance, while withdrawing feedback produced no significant drop on day 1 |
description |
In a laboratory word-learning task, introducing feedback in the second half of learning improved immediate meaning-extraction performance, while withdrawing feedback produced no significant drop on day 1 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
generated |
by process:wiki-ingest on 2026-10-26 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — vavra-2023 |
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