Feedback benefits are stronger for children with low prior knowledge, resembling an expertise-reversal effect¶

Claim · All claims
Evidence · 1 study · review r3 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In 10 of 14 papers examining prior knowledge, children with low prior knowledge benefited more from feedback than children with high prior knowledge; in some cases higher-knowledge children showed negative effects. → Fyfe Emily R. 2023

Evidence¶

Fyfe Emily R. 2023¶

Fyfe Emily R., Borriello Giulia, Merrick Megan. (2023). A developmental perspective on feedback: How corrective feedback influences children's literacy, mathematics, and problem solving. Educational Psychologist. https://doi.org/10.1080/00461520.2022.2108426

q3 · i? · review · r3

Moderator synthesis across 25 papers examining individual differences: "children with low prior knowledge to benefit more from feedback relative to children with high prior knowledge" in 10 of 14 prior-knowledge papers; some high-knowledge children did better without feedback.

"it was common (in 10 of the 14 papers) for children with low prior knowledge to benefit more from feedback relative to children with high prior knowledge."

Discussion¶

Learner Variables¶

• Prior Knowledge — moderator: an instructional effect differs with it

Related Claims¶

• Corrective feedback largely benefits children ages 3-11 relative to practice without feedback, with 93% of reviewed papers reporting at least one positive effect — related
• Instructional guidance that helps novices can become redundant or counterproductive as expertise grows. — a broader claim this one bears on
• Iconic visual scaffolds in chemistry visualizations helped low-prior-knowledge high-school students but not higher-prior-knowledge ones, with the effect eliminated for younger middle-school children — related
• Segmentation Benefits Shrink With Expertise — related
• Expertise reversal: high-guidance worked examples become ineffective or detrimental once learners have developed cognitive schemata — a broader claim this one bears on
• Learners with high prior knowledge benefit more from segmenting in retention performance than learners with no or low prior knowledge — related
• Imagining worked examples benefits learners with adequate prior knowledge but harms performance for low-knowledge learners — related
• In the few studies that split by ability, learning techniques helped low-ability students and not high-ability students — related