抄録
This study was designed to investigate the effects of self-evaluative responses with feedback in a nonsense syllable recognition task (Experiment I) and a concept learning task (Experiment II). Subjects were 143 fifth graders who were first asked to identify each item in the task before being exposed to the experimental procedures. Following the actual learning trials, all subjects were given the post-test. The experimental procedures were as follows: (a) SF-in the process of identification, subjects evaluated their answers and feedback was provided on their evaluations. (b) EF-in the process of identification, subjects were given feedback on their answers. (c) NF-subjects evaluated their answers but no feedback was provided. (d) PF-EF and NF procedures alternated from trial to trial. In both experiments, SF and EF groups learned more effectively than NF and PF groups. In contrast to experiment I, many subjects in SF group were successful in the concept learning task. These results suggested that self-evaluative responses with feedback had positive effects on learning, especially on concept learning.
