When total learning time is fixed, permitting learners to skip feedback after retrieval improves delayed final recall compared with mandatory feedback¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2010 · checked against its sources 2026-10-19 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
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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? Final recall was reliably greater when feedback skipping was permitted (M = .72) than when it was forbidden (M = .63). → Matthew Jensen Hays 2010
Evidence¶
Matthew Jensen Hays 2010¶
Matthew Jensen Hays, Nate Kornell, and Robert A. Bjork. (2010). The costs and benefits of providing feedback during learning. Psychonomic Bulletin & Review. https://doi.org/10.3758/PBR.17.6.797
q3 · i? · causal · r2
Controlled experiment with 68 UCLA undergraduates learning Swahili–English pairs under fixed total time; final untimed test after 24–48 h showed that recall was "reliably greater when skipping was permitted" than when forbidden.
"Final recall was reliably greater when skipping was permitted (combined across controller conditions: M 5 .72, SD 5 .25) than when it was forbidden (M 5 .63, SD 5 .28) [t(67) 5 3.88, p , .001]."
Discussion¶
Related Claims¶
- Final recall does not differ reliably between participant-controlled and computer-controlled feedback skipping — related
- Participants' willingness to skip feedback after correct responses increases substantially across retrieval-practice cycles — related
- Permitting feedback skipping increases the number of retrieval attempts completed within a fixed learning time — related
- Repeated successful retrieval during learning predicted final recall in both experiments — related
- Participants' feedback-skipping decisions diverge from the optimal computer algorithm: they skip after some incorrect responses and fail to skip after many correct responses — related
- Self-regulated dropping of already-known items during restudy conferred no significant learning advantage and was sometimes mildly detrimental — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
skipping-feedback-fixed-time-improves-recall |
title |
When total learning time is fixed, permitting learners to skip feedback after retrieval improves delayed final recall compared with mandatory feedback |
description |
When total learning time is fixed, permitting learners to skip feedback after retrieval improves delayed final recall compared with mandatory feedback |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2010 |
source_checked |
2026-10-19 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — matthew-jensen-hays-2010 |
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