Stacey Finkelstein and Ayelet Fishbach (2012) examined the impact of feedback in the learning process. The following is an excerpt from their abstract: €œThis article explores what feedback people seek and respond to. We predict and find a shift from positive to negative feedback as people gain expertise. We document this shift in a variety of domains, including feedback on language acquisition, pursuit of environmental causes, and use of consumer products. Across these domains, novices sought and responded to positive feedback, and experts sought and responded to negative feedback€ (p. 22).

a. Based on the abstract, what are the independent variables and what are their levels?

b. What are possible dependent variables, based on the description in the abstract?

c. The researchers conducted several experiments, one of which examined students in beginning and advanced French classes. Here is the result of one analysis: €œThe analysis also yielded the predicted expertise × feedback interaction (F(1,79) = 7.31, p < .01). Is this interaction statistically significant? Explain your answer.

d. What important statistic is missing from their report? Why would it be helpful to include this statistic?

e. The results in part (c) are represented by the graph here. We would, of course, have to conduct additional analyses to know exactly which bars are significantly different from each other. That said, what does the overall pattern seem to indicate for this analysis?

f. How would you redesign this graph in line with what you learned in Chapter 3? Give at least two specific suggestions.

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| Novices (beginner class) | Experts (advanced class) 5.5 4.5 3.5 Emphasizes positive feedback style Emphasizes negative feedback style 4. 3. Interest in instructor