LEARNER EXPECTATIONS AND THE PROCESSING OF INFORMATIVE FEEDBACK BY YOUNG AND ELDERLY ADULTS
Joanne B. Engel, Gary D. Phye · Educational Gerontology · 1981
Inasmuch as learner expectations may influence specific techniques utilized in the processing and retention of information, a comparison was made between older youth and a sample of retired elderly relative to response confidence in a multiple‐choice task situation. Confidence levels relative to types of responses and retention over two delay periods are discussed. Analysis indicated that both age groups utilized feedback effectively over the two retention conditions and that both age groups expressed similar levels of confidence for this specific task.