The Influence Of Feedback Strategy On The Memory Of Junior School Students And Their Learning Judgment

Judgment of learning(JOL)refers to the individual's predictions of the results in subsequent recall performance and judgments of learning(JOLs)are reflected by the predicted values.The performance accuracy(PA)shows the degree of consistency between JOLs and the actual recall performance as well as provides an important reference for learners' time allocation and adopted learning strategies,which can improve the academic achievements accordingly.Feedback strategy is a kind of teaching strategy adopted by teachers to achieve the expected teaching goals by effectively organizing and providing feedback.As an important part of the teaching process,feedback is also one of the external factors which can affect JOL and thus have drawn attentions of the teaching psychology scholars.This study adopts the second-order judgment experimental paradigm in JOL research and examines the effects of feedback method,feedback type,feedback valence and feedback sequence on junior high school students' recall performance and JOL,as well as the role of individual subjective confidence in this process.It reveals the impact of feedback on learning achievement,learning meta-cognitive monitoring and how the impact works.It provides an empirical basis for exploring the inner psychological mechanism of human information processing as well as the theoretical guidance for teachers to effectively select and use feedback strategies in teaching practices.The study included two experiments: Experiment 1 was single-factor within-subjects design experiments.The independent variable was feedback type(no feedback,single feedback and complete feedback);the dependent variables were individual recall performance,JOLs,second-order judgment confidence and PA.Experiment 2 was a 3×2 between-subjects design experiment.Independent variable A was the ratio of positive/negative feedback information(1:3/2:2/3:1)while independent variable B was feedback sequence(positive then negative/negative then positive);the dependent variables were individual recall performance,JOLs,second-order judgment confidence and PA.The experimental subjects were 200 junior high school students,aged 13 to 14 years old.The experimental materials were Chinese low-specific noun pairs.The experiment was programmed by E-prime 2.0 and tested by the human-machine dialogue system.Experimental results show that:(1)In the form of task feedback,the recall performance is proportional to the amount of feedback information;(2)In terms of JOLs,SOJs and PA,the values with feedbacks are higher than those without feedback,but there is no significant difference between values with single feedback or complete feedback;(3)In the form of capacity feedback,there was no significant difference among recall performances in each group;(4)The amount of positive feedback information is proportional to both JOLs and SOJs and vice versa;the amount of negative feedback information is inversely proportional to the PA value;The greater amount of negative feedback information,the more the PA value tends to 0 which means the accuracy is higher;(5)The feedback information that appears afterwards exerts greater influence on JOLs and SOJs;(6)In the two experiments,SOJs had an intermediate effect on both feedback and JOLs and the mediation effect ratio was 48.77% and 49.9% respectively.Based on the above experiment results,the findings are as follows:(1)When the feedback information is based on the task completion status,the feedback helps to enhance junior high school students' recall performance and the more complete the feedback confidence,the better the recall performance;(2)When the feedback information is based on individual ability,the feedback will not affect the recall performance,but it will affect SOJs and JOLs.Among them,positive feedback information will increase SOJs and JOLs while negative feedback information will inhibit SOJs and JOLs,so as to achieve the effect of feedback on PA.(3)The feedback information that appears afterwards exerts greater influence on individual confidence and JOL,which shows a certain "proximal effect" on both SOJ and JOL;(4)Individual subjective confidence has a stable partial mediating effect in the process of how feedback works on JOLs.