Feedback intervention theory: An examination of the differential effects of expertise on performance
Date of Award
2012
Document Type
Thesis
Degree Name
Master of Science in Psychology
Department
Psychology
First Advisor
Agars, Mark
Second Advisor
Reimer, Jason
Third Advisor
Shultz, Ken
Abstract
The purpose of the current research was to test the differential effects of feedback type (i.e., self-relevant vs. task-relevant) on individuals with different levels of expertise type (expert vs. novice). The current study examined level of expertise as a moderator of the effects of feedback intervention cue on performance on a sample of 193 female undergraduate psychology students at California State University, San Bernardino.
Recommended Citation
Smith, Blakely Lauren, "Feedback intervention theory: An examination of the differential effects of expertise on performance" (2012). Theses Digitization Project. 3966.
https://scholarworks.lib.csusb.edu/etd-project/3966
