The role of intelligence and feedback in children’s strategy competence

Luwel, Koen; Foustana, Ageliki; Papadatos, Yiannis; Verschaffel, Lieven

doi:10.1016/j.jecp.2010.06.001

Cited by 19 publications

(21 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The current study contributes to the literature on feedback in at least three ways. First, the results are consistent with research showcasing the positive effects of basic feedback for novice students' problem solving (e.g., Bohlmann & Fenson, 2005;Kelly et al, 2013;Luwel et al, 2011). Further, they specifically support the use of feedback on computer-based algebra homework for middle school students and demonstrate the potential of three feedback types:…”

Section: Resultssupporting

confidence: 82%

Providing feedback on computer-based algebra homework in middle-school classrooms

Fyfe

2016

Computers in Human Behavior

View full text Add to dashboard Cite

Homework is transforming at a rapid rate with continuous advances in educational technology. Computer-based homework, in particular, is gaining popularity across a range of schools, with little empirical evidence on how to optimize student learning. The current aim was to test the effects of different types of feedback on computer-based homework. In the study, middle school students completed a computer-based pretest, homework assignment, and posttest containing challenging algebraic problems. On the homework assignment, students were assigned to different feedback conditions. In Experiment 1 (N = 103), students received no feedback or correct-answer feedback after each problem. In Experiment 2 (N = 143), students received (1) no feedback, (2) correct-answer feedback, (3) try-again feedback, or (4) explanation feedback after each problem. For students with low prior knowledge, feedback resulted in better posttest performance than no feedback. However, students with high prior knowledge learned just as much whether they received feedback or not. Results suggest the provision of basic feedback on computer-based homework can benefit novice students' mathematics learning.

show abstract

Section: Resultssupporting

confidence: 82%

Providing feedback on computer-based algebra homework in middle-school classrooms

Fyfe

2016

Computers in Human Behavior

View full text Add to dashboard Cite

show abstract

“…These results indicate that providing explicit instructions and feedback can greatly influence participants' procedure choices, and hence offers interesting implications for educational settings (see also Luwel, Foustana, Papadatos, & Verschaffel, 2011;Newton et al, 2010). More generally, the results suggest that solvers' criteria for strategic choices may be influenced by a range of factors.…”

Section: Implications For Previous Researchmentioning

confidence: 75%

Strategic flexibility in computational estimation for Chinese- and Canadian-educated adults.

Xu¹,

Wells²,

LeFevre³

et al. 2014

Journal of Experimental Psychology: Learning, Memory, and Cogni

View full text Add to dashboard Cite

The purpose of the present study was to examine factors that influence strategic flexibility in computational estimation for Chinese- and Canadian-educated adults. Strategic flexibility was operationalized as the percentage of trials on which participants chose the problem-based procedure that best balanced proximity to the correct answer with simplification of the required calculation. For example, on 42 × 57, the optimal problem-based solution is 40 × 60 because 2,400 is closer to the exact answer 2,394 than is 40 × 50 or 50 × 60. In Experiment 1 (n = 50), where participants had free choice of estimation procedures, Chinese-educated participants were more likely to choose the optimal problem-based procedure (80% of trials) than Canadian-educated participants (50%). In Experiment 2 (n = 48), participants had to choose 1 of 3 solution procedures. They showed moderate strategic flexibility that was equal across groups (60%). In Experiment 3 (n = 50), participants were given the same 3 procedure choices as in Experiment 2 but different instructions and explicit feedback. When instructed to respond quickly, both groups showed moderate strategic flexibility as in Experiment 2 (60%). When instructed to respond as accurately as possible or to balance speed and accuracy, they showed very high strategic flexibility (greater than 90%). These findings suggest that solvers will show very different levels of strategic flexibility in response to instructions, feedback, and problem characteristics and that these factors interact with individual differences (e.g., arithmetic skills, nationality) to produce variable response patterns.

show abstract

“…Outcome feedback has been studied extensively and is generally related to positive learning outcomes (e.g., Kluger & DeNisi, 1996). In contrast, few empirical studies have examined the effects of strategy feedback (Ahmad, 1988;Luwel, et al, 2011). The limited evidence suggests that strategy feedback can improve strategy selection relative to outcome feedback; however, more research is needed to examine its benefits across tasks and outcome measures.…”

Section: Current Studymentioning

confidence: 99%

The effects of feedback during exploratory mathematics problem solving: Prior knowledge matters.

Fyfe¹,

Rittle‐Johnson²,

DeCaro³

2012

Journal of Educational Psychology

105

View full text Add to dashboard Cite

Providing exploratory activities prior to explicit instruction can facilitate learning. However, the level of guidance provided during the exploration has largely gone unstudied. In this study, we examined the effects of 1 form of guidance, feedback, during exploratory mathematics problem solving for children with varying levels of prior domain knowledge. In 2 experiments, 2nd- and 3rd-grade children solved 12 novel mathematical equivalence problems and then received brief conceptual instruction. After solving each problem, they received (a) no feedback, (b) outcome feedback, or (c) strategy feedback. In both experiments, prior knowledge moderated the impact of feedback on children's learning. Children with little prior knowledge of correct solution strategies benefited from feedback during exploration, but children with some prior knowledge of a correct solution strategy benefited more from exploring without feedback. These results suggest that theories of learning need to incorporate the role of prior knowledge and that providing feedback may not always be optimal.

show abstract

The role of intelligence and feedback in children’s strategy competence

Cited by 19 publications

References 37 publications

Providing feedback on computer-based algebra homework in middle-school classrooms

Providing feedback on computer-based algebra homework in middle-school classrooms

Strategic flexibility in computational estimation for Chinese- and Canadian-educated adults.

The effects of feedback during exploratory mathematics problem solving: Prior knowledge matters.

Contact Info

Product

Resources

About