How Individual Differences and Task Load May Affect Feedback Use When Learning a New Task

摘要

The literature shows mixed findings regarding how much feedback is best for learning a task (cf. van Merrienboer & Sweller, 2005; Schmidt & Bjork, 1992). One model describes feedback specificity as resource dependent (McLaughlin, 2006). The current study provided a test of that model by including learners with high and low working memory on a managerial decision making task. The full study is ongoing, but pilot data indicate those with lower working memory capacity may not be able to fully utilize feedback they are given. Results are discussed and implications for future research provided.