Spacing And The Delay-retention Effect: An Alternative Explanation Of The Effects Of Feedback Timing On Semantic Learning

Abstract

Current theoretical accounts of feedback timing effects on retention are problematic. Some predict that delayed feedback should lead to better retention; others predict that immediate feedback should lead to better retention. Previous empirical findings are unclear: Some studies have found an advantage for delayed feedback, some an advantage for immediate feedback, and some no difference. In three experiments involving new semantic learning, I tested the extent to which spacing and lag effects can account for these seemingly contradictory findings, based on predictions of the new theory of disuse (Bjork \& Bjork, 1992). Experiment 1 compared the effects of timing variations for repeated study trials, repeated test trials, and feedback trials. Experiments 2 and 3 examined the effects of restudy and retest trials following immediate and delayed feedback, and the impact of varying study-feedback lag. Results support the spacing hypothesis and challenge competing theories of feedback timing.