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Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 16, 1996 - Issue 3
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Original Articles

Using Computers to Help Pupils Tell the Time, is Feedback Necessary?

D. J. Messer University of Hertfordshire, Hatfield, UK
,
M. H. Mohamedali University of Hertfordshire, Hatfield, UK
&
B. (C.) Fletcher University of Hertfordshire, Hatfield, UK
Pages 281-296 | Published online: 29 Sep 2006

Citations (6)

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Read on this site (3)

Emily R. Fyfe, Giulia A. Borriello & Megan Merrick. (2023) A developmental perspective on feedback: How corrective feedback influences children’s literacy, mathematics, and problem solving. Educational Psychologist 58:3, pages 130-145.
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Steven Higgins. (2001) Identifying feedback in mathematical activities using ICT. Education 3-13 29:1, pages 18-32.
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Karen J. Pine & David J. Messer. (2000) The Effect of Explaining Another's Actions on Children's Implicit Theories of Balance. Cognition and Instruction 18:1, pages 35-51.
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Articles from other publishers (3)

김은영 & KimHeejin. (2012) The differences between young children acquiring the concept of balance from teacher demonstration and from acquiring it from self-explanation. Korean Journal of Early Childhood Education 32:3, pages 51-72.
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Elizabeth Baraff Bonawitz, Tessa J.P. van Schijndel, Daniel Friel & Laura Schulz. (2012) Children balance theories and evidence in exploration, explanation, and learning. Cognitive Psychology 64:4, pages 215-234.
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K.J Pine, D.J Messer & K St. John. (2002) Children’s learning from contrast modelling. Cognitive Development 17:2, pages 1249-1263.
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