Scheduling Information Feedback to Enhance Training Effectiveness

Abstract

If skill learning is evaluated in terms of performance on retention or transfer tests, recent evidence has shown that systematically reducing the frequency of augmented information feedback in training facilitates learning, as compared to practice with augmented feedback on every trial. However, in past experiments feedback frequency and scheduling have been confounded. In the present experiments, we separated these variables, showing that both reduced feedback frequency, and the particular scheduling of feedback presentations, are important variables for maximizing learning.