Prior studies using science concepts and rules have indicated that learners spend twice as much time studying feedback after fine discrimination errors as they do after gross errors. Likewise, other researchers have suggested that learners had longer feedback study times after errors for which they had a high confidence that the response was correct. The purpose of the present study was to see if a relationship between discrimination error (based on content analysis) and confidence in response (based on self-report) could be established. Analysis indicated that, as in prior studies, the correlation between fine discrimination error and feedback study time was positive. The correlation between fine discrimination error and confidence in response, however, was negative. Possible explanations for these results are discussed.
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