Delayed Feedback Effects on Learning and Retention of Morse Code Symbols

Abstract

In five experimental comparisons of delayed and immediate feedback on the learning of visually presented Morse Code by adult Ss, no effect on learning was shown. Four studies employing recall as the retention measure also yielded no influences of delay on retention. The fifth comparison employed relearning as the retention measure and found superior retention for Ss receiving immediate feedback during learning. These findings contrast with those of a good number of studies with children in which learning under delay produced superior relearning, i.e., the Delay Retention Effect. Hypotheses concerning the different influences of delay on children vs adults and on learning vs retention are put forward.