A developmental perspective on feedback: How corrective feedback influences children's literacy, mathematics, and problem solving.

IF 14.3 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Psychologist Pub Date : 2023-01-01 Epub Date: 2022-09-07 DOI:10.1080/00461520.2022.2108426

Emily R Fyfe, Giulia Borriello, Megan Merrick

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引用次数: 4

Abstract

Research in psychology and education indicates that corrective feedback can be a powerful learning tool. We provide a developmental perspective to focus specifically on how corrective feedback influences learning in childhood (~ages 3-11). Based on a systematic search, we review 44 empirical papers published between 1990 and 2022 examining the effects of corrective feedback on children's performance in the domains of literacy (n=18), mathematics (n=14), and problem solving (n=12). Across these domains, we synthesize research on how children respond to lessons and practice with, versus without, corrective feedback to provide theoretical and practical insights into (1) the effectiveness of corrective feedback in early childhood, (2) the features of effective feedback messages at different ages, and (3) the role of individual learner differences. We make several novel recommendations with some focused on future research questions and others focused on ways teachers can provide effective feedback to children.

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从发展的角度看反馈：纠正性反馈如何影响儿童的读写能力、数学能力和解决问题的能力。

心理学和教育学的研究表明，纠正性反馈是一种强大的学习工具。我们从发展的角度出发，特别关注纠正性反馈如何影响儿童时期（~3-11 岁）的学习。基于系统性检索，我们回顾了 1990 年至 2022 年间发表的 44 篇实证论文，这些论文研究了纠正性反馈对儿童在识字（18 篇）、数学（14 篇）和问题解决（12 篇）等领域的表现的影响。在这些领域中，我们综合了有关儿童对有无纠正性反馈的课程和练习的反应的研究，为以下方面提供了理论和实践见解：(1) 幼儿期纠正性反馈的有效性，(2) 不同年龄段有效反馈信息的特征，以及 (3) 学习者个体差异的作用。我们提出了一些新颖的建议，其中一些侧重于未来的研究问题，另一些则侧重于教师为儿童提供有效反馈的方法。

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来源期刊

Educational Psychologist Multiple-

CiteScore

19.10

自引率

3.40%

发文量

期刊介绍： The Educational Psychologist is a scholarly journal dedicated to exploring the psychology of learning and instruction. Articles in this journal encompass a diverse range of perspectives, from examining psychological mechanisms to exploring social and societal phenomena related to learning and instruction. The journal publishes theoretical and conceptual articles, as well as reviews and meta-analyses, that significantly contribute to theory or advance the methods used to explore educational psychology. Emphasizing innovation and advancing understanding, the journal does not publish articles solely reporting the methods and results of empirical studies; instead, all submissions, including reviews and meta-analyses, must offer clear implications for advancing theory. In addition to regular articles, the journal features special issues that delve into important themes in educational psychology, along with focal articles accompanied by peer commentary.