A COMPARISON OF PROMPTING VERSUS FEEDBACK IN VERBAL AND PERCEPTUAL LEARNING.
Abstract
The report reviews the literature on two general approaches to training--feedback and prompting. These techniques are examined in four interrelated areas: (1) Verbal learning, (2) categorical perceptual identifications, (3) comparative perceptual judgments, and (4) monitoring. Following this review, suggestions for further research are made. In general, the review shows prompting to be as effective as, and sometimes more effective than, feedback in improving performance on both verbal and perceptual learning tasks, with substantially shorter time investments. The position that a response-contingent procedure is the most effective training procedure does not, at least in some kinds of learning, appear to be tenable. Apparently, the advantage of prompting over feedback lies in the achievement of greater temporal contiguity between the stimulus and its identification and also, to some degree, in the avoidance of requiring students to make incorrect overt responses. In some learning situations, prompting has the additional advantages of directing attention more effectively toward relevant stimulus characteristics and providing more information about these characteristics. (Author)
Document Details
- Document Type
- Technical Report
- Publication Date
- Sep 01, 1966
- Accession Number
- AD0647459
Entities
People
- Alan W. Lau