Frequency and feedback types on accuracy in a conditional discrimination task

Abstract

Using a conditional discrimination task, the effects of content and frequency of feedback were assessed. Continuous and intermittent feedback was programmed for two groups of students; within groups specific and relational feedback was arranged for two sub. Accuracy was higher for the continuous-feedback group than for intermittent-feedback. We also found that the relational groups showed higher percentages of correct responses than specific feedback groups. Results are consistent with previous findings showing the relevance of the frequency and content of feedback on conditional discrimination learning. Findings are discussed based on their potential application to educational settings.