FEEDBACK TYPES IN METHODOLOGY TERMS LEARNING IN EXPERIMENTAL PSYCHOLOGY

  • Claudio Antonio Carpio Ramírez
  • Virginia Pacheco Chávez
  • Noemí Carranza Hernández
  • Carlos Javier Flores Aguirre
  • César Humberto Canales Sánchez
Keywords: feedback types, university students, methodology terms, identification tasks

Abstract

The present study evaluated the effects of the functional complexity of the feedback on the methodology terms identification performance of university students. Three groups were trained in the presentation of a concept example and four answers options (terms). The students were chosen an answer option and the feedback was presented. The content of the feedback varied in each group (intrasituational, extrasituational or transituational). Other group doesn’t received training. The extra and transituational feedback promoted better performance than intrasituacional feedback. The discussion is in terms of the convenience to differentiate the complexity of the proportionate feedback in function of the academics demands.

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Author Biographies

Claudio Antonio Carpio Ramírez
Universidad Nacional Autónoma de México
Virginia Pacheco Chávez
Universidad Nacional Autónoma de México
Noemí Carranza Hernández
Universidad Nacional Autónoma de México
Carlos Javier Flores Aguirre
Universidad Nacional Autónoma de México
César Humberto Canales Sánchez
Universidad Nacional Autónoma de México
How to Cite
Carpio Ramírez, C. A., Pacheco Chávez, V., Carranza Hernández, N., Flores Aguirre, C. J., & Canales Sánchez, C. H. (1). FEEDBACK TYPES IN METHODOLOGY TERMS LEARNING IN EXPERIMENTAL PSYCHOLOGY. Anales De Psicología / Annals of Psychology, 19(1), 97-105. Retrieved from https://revistas.um.es/analesps/article/view/27891
Section
Psicología y enseñanza/aprendizaje universitario