32 fifth graders (boys and girls) studied a 900-word text followed by a multiple-choice test, and, after 24 hr., were given feedback either on their own test form or on an unused test form. Retesting of half the immediate-test items was done immediately following feedback, of the other half six days later. The results indicated that the confrontation with the initial responses at feedback did not influence the effectiveness of feedback nor the subjects' ability to identify their initial responses at the time of retesting. Implications of the results for Kulhavy and Anderson's interference-perseveration hypothesis were discussed.
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