Abstract
This paper explored the effects of different feedback manipulations on analogous letter-string problem solving. Specifically, the present studies assessed the effects of the type of feedback (first experiment); long exposure to feedback and training (second experiment) and the number of feedback problems during the practice phase (experiment 3). Participants were college undergraduate students who voluntarily received and answered printed letter string problems. Results showed that correct answer feedback had a significant positive effect on deep structure problem solving; they also showed that problem solution occurs much faster and evolves in a more straightforward manner with this type of feedback. Results also suggest a direct relationship between the number of problems with correct answer feedback during the training phase and the number of correct answers during the testing trial. The discussion centers on the importance of experimental design as a tool for better understanding causal relationships in educational and other sciences.
