The effects of filled and unfilled delay intervals both preceding and following informative feedback was studied in a serial learning experiment. Unfilled dalay as well as filled and unfilled postfeedback delay intervals were found to facilitate learning in comparison to immediate informative feedback. The effect of filled delay did not differ significantly from that of immediate informative feedback. The results are interpreted in terms of a short-term/long-term storage mechanism.
ASJC Scopus subject areas
- Chemistry (all)