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Date of Award
1989
Document Type
Thesis - Pacific Access Restricted
Degree Name
Master of Arts (M.A.)
Department
Psychology
First Advisor
Not Listed
Abstract
Although feedback has been widely used in training programs, there is still a lack of agreement concerning the conceptualization of feedback and the dimensions that should constitute a feedback message. In an attempt to address these issues, this study examined the bi-functional theory (Tosti, 1978) which says that feedback can function as either a discriminative stimulus or as a reinforcer. To test this theory, a training program in interviewing behaviors was administered to 12 undergraduate students at the University of the Pacific. The training consisted of one initial classroom training session and eight practice sessions. During the practice sessions the timing of formative feedback was varied for the three experimental groups which received either formative feedback timed immediately prior to each practice session, formative feedback timed immediately after each practice session, or no feedback. (Abstract shortened with permission of author.)
Pages
219
Recommended Citation
Brewer, Patricia Annette. (1989). Feedback in training: Optimizing the effects of formative feedback timing. University of the Pacific, Thesis - Pacific Access Restricted. https://scholarlycommons.pacific.edu/uop_etds/3363
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