The impact of feedback frequency on learning and task performance: Challenging the ‘‘more is better’’ assumption

Chak Fu Lam; D. Scott DeRue; Elizabeth P. Karam; John R. Hollenbeck

doi:10.1016/j.obhdp.2011.05.002

The impact of feedback frequency on learning and task performance : Challenging the ‘‘more is better’’ assumption

Research output: Journal Publications and Reviews (RGC: 21, 22, 62) › 21_Publication in refereed journal › Not applicable › peer-review

Overview

32 Scopus Citations

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Author(s)

Chak Fu Lam
D. Scott DeRue
Elizabeth P. Karam
John R. Hollenbeck

Detail(s)

Original language	English
Pages (from-to)	217-228
Journal / Publication	Organizational Behavior and Human Decision Processes
Volume	116
Issue number	2
Early online date	15 Jun 2011
Publication status	Published - Nov 2011
Externally published	Yes

Link(s)

DOI	DOI https://doi.org/10.1016/j.obhdp.2011.05.002 Final Published version
	Check@CityULib
Link to Scopus	https://www.scopus.com/record/display.uri?eid=2-s2.0-80053276744&origin=recordpage
Permanent Link	https://scholars.cityu.edu.hk/en/publications/publication(78a5c5c5-d10f-4c5c-9e9d-c2f1ea0a1220).html

Abstract

Previous research on feedback frequency suggests that more frequent feedback improves learning and task performance (Salmoni, Schmidt, & Walter, 1984). Drawing from resource allocation theory (Kanfer & Ackerman, 1989), we challenge the " more is better" assumption and propose that frequent feedback can overwhelm an individual's cognitive resource capacity, thus reducing task effort and producing an inverted-U relationship with learning and performance over time. We then propose that positive and negative affective states will moderate the inverted-U relationship between feedback frequency and task performance. We test these propositions in an experimental study where the frequency of task feedback is manipulated. Results show that feedback frequency exhibits an inverted-U relationship with task performance, and this relationship is mediated by task effort. This curvilinear relationship is then moderated by individual's positive affective state. © 2011 Elsevier Inc.

Research Area(s)

Feedback frequency, Learning, Task performance

Citation Format(s)

[ RIS ] [ BibTeX ]

The impact of feedback frequency on learning and task performance : Challenging the ‘‘more is better’’ assumption. / Lam, Chak Fu; DeRue, D. Scott; Karam, Elizabeth P.; Hollenbeck, John R.

In: Organizational Behavior and Human Decision Processes, Vol. 116, No. 2, 11.2011, p. 217-228.

Research output: Journal Publications and Reviews (RGC: 21, 22, 62) › 21_Publication in refereed journal › Not applicable › peer-review

Lam, CF, DeRue, DS, Karam, EP & Hollenbeck, JR 2011, 'The impact of feedback frequency on learning and task performance: Challenging the ‘‘more is better’’ assumption' Organizational Behavior and Human Decision Processes, vol. 116, no. 2, pp. 217-228. https://doi.org/10.1016/j.obhdp.2011.05.002

Lam, C. F., DeRue, D. S., Karam, E. P., & Hollenbeck, J. R. (2011). The impact of feedback frequency on learning and task performance: Challenging the ‘‘more is better’’ assumption. Organizational Behavior and Human Decision Processes, 116(2), 217-228. https://doi.org/10.1016/j.obhdp.2011.05.002

Lam CF, DeRue DS, Karam EP, Hollenbeck JR. The impact of feedback frequency on learning and task performance: Challenging the ‘‘more is better’’ assumption. Organizational Behavior and Human Decision Processes. 2011 Nov;116(2):217-228. https://doi.org/10.1016/j.obhdp.2011.05.002

Lam, Chak Fu ; DeRue, D. Scott ; Karam, Elizabeth P. ; Hollenbeck, John R. / The impact of feedback frequency on learning and task performance : Challenging the ‘‘more is better’’ assumption. In: Organizational Behavior and Human Decision Processes. 2011 ; Vol. 116, No. 2. pp. 217-228.