![]() ![]() Thus, they suggested that delayed feedback is more effective because over time initial incorrect responses are forgotten, resulting in less interference with learning the correct response from the feedback. ![]() ![]() Kulhavy and Anderson (1972) noticed similarities between the A-B, A-D paradigm and the experiments in which feedback is presented after an incorrect response (i.e., a cue or question was associated first with an incorrect response but then the correct response must be learned). In the A-B, A-D paradigm, subjects first learn a set of word pairs (e.g., dog-chair), and then learn a new set of word pairs in which the cues from the first set have been paired with new words (e.g., dog-beach). The IPH was inspired by the common finding that proactive interference decreases as delay increases between initial and interpolated learning in the A-B, A-D interference paradigm ( Underwood & Freund, 1968). Why does delayed feedback generally produce better retention than immediate feedback? The most widely accepted explanation is the interference-perseveration hypothesis (IPH) put forth by Kulhavy and Anderson (1972). Woodward, in Psychology of Learning and Motivation, 2018 4.3.2 Theory
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