RESPONSE FEEDBACK AND VERBAL RETENTION

Tested a closed-loop theory of verbal learning where it is assumed that the sensory feedback from a response lays down the reference against which the correctness of future occurrences of the response is tested. A short-term memory paradigm was used, with consonant tetragrams as items. Experimental groups with 60 undergraduates each had interference with audio feedback, tactual-proprioceptive feedback, or both in acquisition, and were compared with a control group (N = 60) having standard, unimpaired learning. Recall was without interference for all groups. Data supported the hypothesis that feedback interference should affect retention, with experimental groups having poorer recall than the control group. (18 ref.) (PsycINFO Database Record (c) 2006 APA, all rights reserved). © 1969 American Psychological Association.