Generalization from practice requires explanatory feedback and sufficient prior knowledge or confidence, with benefits concentrated among better-prepared learners¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r3 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In Study 1, a feedback type × baseline confidence interaction (b = −.08, p =.027) showed higher-confidence students benefited from explanatory feedback on generalization while correct-response students performed poorly regardless of confidence. → Michael W. Asher & Paulo F. Carvalho 2026 q3 i? In Study 2, a Lecture × Pretest interaction (b =.11, p =.019) indicated higher prior-knowledge students benefited more from conceptual explanations in lecture than from correct-response feedback. → Michael W. Asher & Paulo F. Carvalho 2026 (2)

Evidence¶

Michael W. Asher & Paulo F. Carvalho 2026¶

Michael W. Asher & Paulo F. Carvalho. (2026). Conditions for Effective Learning Without Upfront Instruction: How Practice with Feedback Supports Memory, Generalization, Motivation, and Metacognition. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10103-6

q3 · i? · causal · r3

Study 1 preregistered regression on generalization scores found a "significant feedback type × baseline confidence interaction, b = −.08, t(291) = −2.22, p =.027"; participants one SD above the mean in confidence scored 44%, 13 points (.45 SD) above equally confident correct-response peers. Main effects of condition on generalization were not significant.

"However, there was a significant feedback type × baseline confidence interaction, b = −.08, t(291) = −2.22, p =.027 (Fig. 3), indicating that whereas students in the correct-response condition performed poorly regardless of confidence, those with higher confidence benefited from explanatory feedback."

Michael W. Asher & Paulo F. Carvalho 2026 (2)¶

Michael W. Asher & Paulo F. Carvalho. (2026). Conditions for Effective Learning Without Upfront Instruction: How Practice with Feedback Supports Memory, Generalization, Motivation, and Metacognition. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10103-6

q3 · i? · causal · r3

Study 2, with a four-item statistical reasoning pretest, found the "Lecture × Pretest interaction was significant, b =.11, t(294) = −2.35, p =.019"; the corresponding Correct-Response × Pretest interaction was not significant (b = −0.06, p =.202) though in the predicted direction. Explanatory feedback exceeded correct-response feedback on generalization by 9 points (.26 SD, p =.050).

"In addition, the Lecture × Pretest interaction was significant, b =.11, t(294) = −2.35, p =.019, further suggesting that participants with higher prior knowl- edge benefited more from instruction that included conceptual explanations provided in the lecture, compared to correct-response feedback (Fig. 6A)."

Discussion¶

Related Claims¶

• Correct-answer feedback alone was insufficient for generalization: significantly worse than lecture in Study 1, with the difference not significant in Study 2 — a narrower finding that bears on this claim
• Learners judge explanatory feedback as more effective preparation than correct-response feedback, in both studies — related
• Practice with feedback—either correct-answer or explanatory—produces better memory than lecture, in both multiple-choice and open-ended formats — related