The Role of Feedback Type and Working Memory Capacity During Problem Solving

• In Event: Mathematical Cognition: Strategies, Working Memory, and Representations

Abstract

The effects of feedback during learning are powerful, though variable. We examined two potential moderators of feedback effects during mathematics problem solving: the type of feedback provided and individual differences in working memory capacity. Second- and third-grade children solved unfamiliar math equivalence problems prior to receiving instruction. Children received feedback on their answers (outcome-feedback) or on their strategies (strategy-feedback). Working memory capacity moderated the effect of feedback on children’s procedural transfer. Children with lower working memory capacity benefited less from strategy-feedback than outcome-feedback, whereas children with higher working memory capacity benefited similarly from the two types of feedback. Results suggest that mathematics problem solving can be optimized by considering both characteristics of the learner and the learning environment.

Authors

• Emily Ruth Fyfe, Vanderbilt University

• Marci S. DeCaro, Vanderbilt University

• Bethany Rittle-Johnson, Vanderbilt University