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Peer reviewedBrown, Davina M. – Journal of Experimental Child Psychology, 1985
To determine whether the effects of noncontingent feedback were transferable, 64 first-grade boys first were given a two-choice discrimination task and then a different contingent task. Results suggested that, even when conditions change, experience with prior noncontingent feedback disrupts the ability to use contingent information. (Author/BE)
Descriptors: Discrimination Learning, Elementary Education, Elementary School Students, Feedback
