Feedback Both Helps and Hinders Learning: The Causal Role of Prior Knowledge

By Emily R. Fyfe, Bethany Rittle-Johnson. 2016

123 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/ec6e9c1e58453a90cb62375b52088377c4cbfc38

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Jessica Rodrigues
2. Nancy C. Jordan
3. Lynn S. Fuchs

In Experimental and Cognitive Psychology

1. Jessica Rodrigues
2. Nancy I. Dyson
3. Nancy C. Jordan
4. Christina Areizaga Barbieri

Citations in the corpus

• Improving fraction understanding in sixth graders with mathematics difficulties: Effects of a number line approach combined with cognitive learning strategies. (2019, background): “For example, Fyfe and Rittle-Johnson (2016) found that children with low prior knowledge who incorrectly responded to a mathematics equivalence problem benefitted more from receiving immediate feedback including the correct answer compared with no feedback or summative feedback presented at a delay…”