Abstract
119 college students completed a programmed introduction to population genetics on a computer-based education system. On the criterion test which followed, performance was significantly better when feedback had been given after rather than before the response. (PsycINFO Database Record (c) 2006 APA, all rights reserved).
| Original language | English (US) |
|---|---|
| Pages (from-to) | 186-188 |
| Number of pages | 3 |
| Journal | Journal of Educational Psychology |
| Volume | 63 |
| Issue number | 3 |
| DOIs | |
| State | Published - Jun 1972 |
Keywords
- programmed lessons, feedback not given vs. given after vs. before response
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
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