Content area
Full text
Contents
- Abstract
- Historical Perspective
- Early FI Research
- Ammons's Review
- Meta-Analysis
- FI Theories
- The Law of Effect
- FI-Related Theories and FIT
- FIT: Assumptions
- Feedback-Standard Comparisons
- The Four Strategies of Eliminating Feedback-Standard Gap
- The Limitation of the Feedback-Standard Comparisons Argument
- Multiple standards
- Detrimental FI effects on learning
- The effects of FI-induced affect
- Hierarchy
- Attention
- Normal Locus of Attention
- FI Effect on Locus of Attention
- FIT: Integrating the Assumptions
- FI Effects on Task-Motivation Processes
- FI Effects on Task-Learning Processes
- FI Effects on Meta-Task Processes
- Mode of Resolving Feedback–Self Discrepancies
- Attention to the Self
- Depletion of Cognitive Resources for Task Performance
- Affective Processes
- FIT: Predicting the Effects of FI on Performance
- FI Cues
- Task Characteristics
- Situational Variables
- Personality
- Testing FIT With the Meta-Analytic Effects
- Meta-Analytic Moderator Analyses
- Moderators
- FI Cues
- FI sign
- FI content
- FI frequency
- Task Characteristics
- Novelty
- Complexity
- Time constraint
- Task duration
- Creativity
- Quality–quantity
- Ratings–objective performance
- Transfer
- Latency
- Task type
- Situational and Methodological Variables
- Goal setting
- Threat to self-esteem
- External rewards–punishments
- Experimental control
- Lab–field
- Eliminated Variables
- Process–outcome
- Performance reliability
- Analyses
- Results
- Discussion and Conclusion
- Moderator Analyses: Major Conclusions
- Limitations
- Limitations of the Preliminary FIT
- Limitations of the Meta-Analysis
- Contributions
- Implications
Figures and Tables
Abstract
Since the beginning of the century, feedback interventions (FIs) produced negative–but largely ignored–effects on performance. A meta-analysis (607 effect sizes; 23, 663 observations) suggests that FIs improved performance on average (d =.41) but that over 1/3 of the FIs decreased performance. This finding cannot be explained by sampling error, feedback sign, or existing theories. The authors proposed a preliminary FI theory (FIT) and tested it with moderator analyses. The central assumption of FIT is that FIs change the locus of attention among 3 general and hierarchically organized levels of control: task learning, task motivation, and meta-tasks (including self-related) processes. The results suggest that FI effectiveness decreases as attention moves up the hierarchy closer to the self and away from the task. These findings are further moderated by task characteristics that are still poorly understood.
To relate feedback directly to behavior is very confusing. Results are contradictory and seldom straight-forward. (Ilgen, Fisher, & Taylor, 1979, p. 368 )
The effects of...