Variable Delay of Feedback Procedures and Subsequent Concept Formation Transfer

Abstract

Abstract Two experiments were conducted to investigate the effects of variable delay-of-feedback conditions on transfer (immediate and delayed transfer tasks) in concept formation. The conditions of delay of feedback in both experiments were 0, 10, and 30 s, respectively. Delay of feedback was varied at random between 10 and 30 s for participants in the remaining condition in both experiments. Among the major findings was that although delay of feedback slows concept attainment, it facilitated transfer in all transfer tasks. Furthermore, variable information feedback during acquisition resulted in the most transfer. The results demonstrate that conditions that make it more difficult for participants to initially learn a task may have positive benefits for transfer. Implications of the findings for educational settings are discussed.