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A further investigation regarding the efficacy of and preference for positive and corrective feedback.

Although feedback is a widely used intervention for improving performance, it is unclear what characteristics individuals prefer and what is necessary for it to be effective. The purpose of this study was to systematically extend Simonian and Brand (2022) by addressing the limitations of the study a...

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Published in:Journal of Applied Behavior Analysis (John Wiley & Sons, Inc.) Vol. 57; no. 4; pp. 1070 - 1082
Main Authors: Godinez, Erik S., Brand, Denys, Miguel, Caio F., Penrod, Becky
Format: research tables/charts Journal Article
Published: John Wiley & Sons, Inc. Oct2024
Online Access:View this record in EBSCOhost
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      issn: 00218855
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      dt: Oct2024
      vid: 57
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      pub: John Wiley & Sons, Inc.
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        10.1002/jaba.1096
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        atl: A further investigation regarding the efficacy of and preference for positive and corrective feedback.
      aug:
        au:
          Godinez, Erik S.
          Brand, Denys
          Miguel, Caio F.
          Penrod, Becky
        affil: Psychology Department, California State University, Sacramento CA, , USA
      sug:
        subj:
          Games
          Task Performance and Analysis
          Feedback
          Quality Improvement
          Students, Undergraduate Psychosocial Factors
          Human
          Applied Behavior Analysis
          Male
          Female
          Adolescence
          Adult
          Adolescent: 13-18 years
          Adult: 19-44 years
          Male
          Female
      ab: Although feedback is a widely used intervention for improving performance, it is unclear what characteristics individuals prefer and what is necessary for it to be effective. The purpose of this study was to systematically extend Simonian and Brand (2022) by addressing the limitations of the study and adding a best‐treatment phase. During an acquisition phase, participants received either positive, corrective, or no feedback upon task completion. Nine of 10 participants mastered the task that was associated with corrective feedback, and one participant mastered the task with no feedback. Eight participants completed a preference phase in which they were provided a choice of either positive or corrective feedback when learning to play a novel game. Half of the eight participants showed a preference for corrective feedback, and the remaining participants had mixed preferences. Overall, corrective feedback was more efficacious and more preferred than positive feedback.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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