Applying a connectionist description of feedback timing

This investigation considers the effects of feedback on memory with an emphasis on retention of initial error responses. Based on a connectionist model (Clariana, 1999a), this study hypothesized that delayed-retention memory of initial lesson responses would be greater for delayed feedback compared to immediate feedback, that feedback effects will be greatest with difficult items, and that there would be a disordinal interaction of feedback timing and item difficulty. High school students (n = 52) completed a computer-based lesson with either delayed feedback, single-try immediate feedback, or multiple-try immediate feedback. There was a significant difference for type of feedback, with retention test memory of initial lesson responses greater under delayed feedback than under immediate feedback. Also, instructional feedback effects varied depending on lesson item difficulty. The findings indicate that a connectionist model can explain instructional feedback effects.