Modification of Current Feedback Strategies: A Text Synthesis Approach

摘要

Two passages, each consisting of a 13 and 19 sentence version, were constructed from the same essay on the development of the atom bomb. The passage sentences are individually typed on index cards, and the four resulting packets were then scrambled. Subjects were undergraduate psychology students at the University of Colorado who received one of the four scrambled orders of sentences. Subjects serially reconstructed the passages using a slotted board. In the feedback condition subjects were given five tokens to determine if a card had been appropriately placed. The no-feedback students did not receive any assistance in determining the correctness of placement. In both conditions subjects signalled when they thought they were through. The dependent measures were time (in minutes), number of moves, concordance with the author's original order of sentences, percentage recall (the number of idea units recalled), and percentage recognition (choosing the original sentence from a pair containing a paraphrase. The recall and recognition measures were given directly after completion of the task. The independent variables were feedback/no-feedback, content, and number of sentences.