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| The Positive to Negative Feedback Ratio: Educational Myth or Effective Practice? |
| Tuesday, May 27, 2008 |
| 10:30 AM–11:50 AM |
| Waldorf |
| Area: EDC; Domain: Applied Research |
| Chair: Barbara A. Metzger (Sam Houston State University) |
| Discussant: Vicky Spencer (Sam Houston State University) |
| Abstract: The “magic” 5:1 ratio of positive to negative feedback is a very popular notion in the field of education. While searching for the origin of this popular belief, we uncovered a fascinating trail through the fields of business management, coaching, positive psychology and marriage therapy. Across a wide variety of fields there are numerous claims regarding the benefits of the “magic” ratio. Although there is evidence that increasing positive feedback can be an effective behavior management tool, we were unable to find evidence that it affects student learning. Therefore we tested in a laboratory setting the affects of manipulating the ratio of positive to negative feedback on the acquisition of a novel skill. We then took this information and designed a simple intervention for implementation in public school classroom |
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| Tracking the Origins of “Magic” 5:1 Positive to Negative Feedback Ratio. |
| BARBARA A. METZGER (Sam Houston State University), Valerie Anderson-Grigg (Sam Houston State University), Sarah J. Holmes (Sam Houston State University), Patricia R. Hitt (Sam Houston State University) |
| Abstract: The purpose of this presentation is to track the origin of the popular idea in education of the 5:1 positive to negative feedback ratio. A survey of practicing educators showed that the majority had heard a variation of the “magic” 5:1 ratio, despite the fact that there is minimal experimental evidence to suggest that a particular ratio of positive to negative feedback affects student learning. We trace the “magic” ratio through the fields of marriage therapy, coaching, business management and education and the evidence to support its use. |
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| The Effect of the Positive to Negative Feedback Ratio on the Acquisition of a Novel Task. |
| SARAH J. HOLMES (Sam Houston State University) |
| Abstract: The purpose of this study was to compare the effects of different ratios of positive to negative feedback on the acquisition of a simple task. Nine undergraduate students were exposed to an ABACA design and in each condition were given a novel list of symbols which had been assigned an arbitrary meaning. In each condition, the participants were first given a short study time and were then asked to verbally identify the symbol. The dependent variable across all conditions was the number of trials to reach 100% accuracy as a function of the ratio of positive to negative feedback. During the baseline condition, participants were given accurate feedback regarding their accuracy of identifying the symbols. In the first group of three participants, a ratio of 14:1 positive to negative feedback was compared to a ratio of 1:14. In the second group of three participants, a ratio of 15:0 positive to negative feedback was compared to a ratio of 0:15. In the third group of three participants, a ratio of 4:1 positive to negative feedback was compared to a ratio of 1:4. Additional data are currently being collected. |
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| The “Magic” Positive to Negative Feedback Ratio: Does it Work in the Classroom Setting? |
| PATRICIA R. HITT (Sam Houston State University) |
| Abstract: The purpose of this study was to test whether a positive to negative feedback ratio that has been shown to facilitate learning in a laboratory setting (Holmes, 2008) could be applied in a real classroom situation using a simple, noninvasive intervention that would promote maintenance of the procedure following the end of the experiment. Four participants, secondary teachers from a public high school, were selected based on their initial low rates of positive feedback during academic instruction. An AB, multiple baseline across subjects design was implemented. The positive and negative feedback of each participant during a 45-min class period was recorded using a digital voice recorder and subsequently the ratio of positive to negative comments was graphed. During the intervention, the participants were given paperclips to place in their pockets to serve as a prompt and as a counter for the number of positive comments. Following positive feedback, the participant removed a paperclip. Maintenance data following the experiment will be collected as a measure of the social validity of the procedure. Additional data are currently being collected. |
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