FEEDBACK TYPES IN METHODOLOGY TERMS LEARNING IN EXPERIMENTAL PSYCHOLOGY

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.