Feedback About the Processing of th

Feedback About the Processing of the TaskFP is more specific to the processes underlying tasks or relating and extending tasks. Such feedback concerns information about relations in the environment, relations perceived by a person, and relations between the environment and the person's perceptions (Balzer et al., 1989). A surface understanding of learning involves the acquisition, storing, reproduction, and use of knowledge and thus relates more to FT. A deep understanding of learning involves the construction of meaning (understanding) and relates more to the relationships, cognitive processes, and transference to other more difficult or untried tasks (Marton, Dall'Alba, & Beaty, 1993; Purdie, Hattie, & Douglas, 1996; Sdilj6, 1979; Watkins& Regmi, 1992; Watkins, Regmi, & Astilla, 1991).A major type of FP relates to students' strategies for error detection, thus pro-viding oneself with feedback. Such errors may indicate failure and a need torestrategize, to choose different strategies, to be more effective in applying strate-gies, and/or to seek help. Whether students engage in error correction strategiesfollowing error detection depends on their motivation to continue to pursue thegoal or to reduce the gap between current knowledge and the goal. Carver andScheier (1981, 1982, 1990) argued that when a student encounters an impediment(such as detecting an error) while pursuing a goal, a reassessment of the situationis triggered. In considering their reassessments, students estimate how probable itis that they can achieve their goals if they invest further effort, modify their plans, or both.