Identifying the relation between feedback preferences and performance

Abstract

Performance feedback is a common organizational behavior management intervention (Gravina et al., 2018) that typically yields consistent effects when combined with other procedures (Alvero et al., 2001). A noteworthy characteristic that might affect feedback effectiveness is timing (Lechermeier & Fassnacht, 2018). Given the frequent use and practical utility of feedback, we assessed feedback preference across three feedback timing options: after step, after trial, and after session. We used a direct-choice paradigm to assess feedback timing preferences with undergraduate students completing two multistep computerized tasks. The data obtained suggest that most participants shifted their preference from relatively proximal (e.g., after step) to distal feedback (e.g., after session) as they acquired the tasks. A few participants' preferences varied despite increases in performance. We discuss implications based on the current findings and future directions for research.

Assessing the efficacy of and preference for positive and corrective feedback

“…It may be that novel tasks act as an establishing operation that increases the value of information about the task (Bacotti et al, 2021). More specifically, novel tasks could have acted as a transitive conditioned motivating operation that established the reinforcing effectiveness of information (Michael, 1993).…”

“…Selecting corrective feedback was similar to manding for information in an interrupted chain (e.g., Lechago et al, 2013). Conversely, mastered tasks may serve as an abolishing operation for information (Bacotti et al, 2021). Although weak, the present study found some preliminary evidence of shifts in preference from corrective to positive feedback as participants gained proficiency with the task.…”

“…Applying that reasoning to feedback, corrective feedback may be preferred in some situations because it provides information on how to correct mistakes, resulting in an increase of correct responding that will contact reinforcement. Preference for corrective and positive feedback may also change as a function of experience with the task, as was the case for feedback timing in the study by Bacotti et al (2021). For example, corrective feedback may be preferred when initially learning a task since it provides information on how to correct mistakes, whereas positive feedback may be preferred with mastered tasks due to pleasing stimulation from praise for errorless performance.…”

“…A recent study by Bacotti et al (2021) represents a rare example of measuring feedback preferences directly through choice. They examined participants' preference for the timing of receiving feedback on a computerized multistep arbitrary discrimination task by giving a choice of feedback after every step of the task, after completing a trial of the entire task, or after completing a block of multiple trials.…”

“…Preference for feedback has previously been assessed using indirect methods, such as surveys, questionnaires, and rating scales (Doll et al, 2007; Gravina et al, 2008; Hardesty et al, 2018; Slowiak & Lakowske, 2017). Although the use of indirect methods may be more practical within organizational settings (Simonian et al, 2020), they may not be as reliable as objective measures of preference, such as providing employees a direct choice of feedback either before or after completing a task (Bacotti et al, 2021; Carr et al, 1999; Ferguson et al, 2018; Hagopian et al, 2004; Northup, 2000; VanStelle et al, 2012). Indirect measures of preference between positive and corrective feedback may be especially prone to noncorrespondence with choice behavior due to the words ‘positive’ and ‘corrective’ being commonly paired with reinforcement and punishment, respectively.…”