{
  "schema": "vedokrok.public-item.v1",
  "release_id": "MHC-RPUB-20260920-75ad787a",
  "url": "/knowledge/shrink-the-attempt-diagnosis-correction-loop",
  "id": "MHC-D-RESEARCH-9021",
  "version": "0.1.0",
  "title": "Shrink the attempt–diagnosis–correction loop",
  "summary": "Repeating an uncorrected error is still repetition.",
  "kind": "protocol",
  "body": "Shorten the loop around the specific skill: attempt, inspect, identify the consequential error, make one correction, retry on a fresh case. Lengthen batches only when performance is stable enough that constant interruption would add little information.",
  "limits": [
    "Immediate feedback is not always feasible or optimal for every skill. The principle is to avoid preventable repetition of misunderstood structure."
  ],
  "topics": [
    "union-skill-acquisition-career-dominant-focus"
  ],
  "intents": [],
  "source_ids": [
    "RS-6E1BEAD965645751",
    "RS-05CB28C0C7CF56B3"
  ],
  "evidence": [
    {
      "claim": "A meta-analysis of 435 feedback studies found a medium average effect on learning (d = 0.48) with substantial heterogeneity, and the information content of feedback materially moderated impact.",
      "source_id": "RS-6E1BEAD965645751",
      "role": "supports",
      "note": "More feedback is not automatically better, and effects differ by outcome and feedback form.",
      "locator": "Abstract"
    },
    {
      "claim": "A meta-analysis of adaptive training found that effects varied by instructional intervention, with adaptive difficulty showing the strongest results among the examined categories.",
      "source_id": "RS-05CB28C0C7CF56B3",
      "role": "supports",
      "note": "The literature was heterogeneous and much of the context was military training; this does not validate every adaptive-learning product.",
      "locator": "Abstract"
    }
  ],
  "use_when": [
    "When learners practise in long batches and only discover the same mistake at the end."
  ],
  "avoid_when": [
    "Immediate feedback is not always feasible or optimal for every skill. The principle is to avoid preventable repetition of misunderstood structure."
  ],
  "example": "Instead of reviewing twenty faulty formulas after an hour, the learner checks the first two, fixes the reference-logic error, then continues with new items.",
  "check": "The same structural error does not survive across a long batch simply because feedback arrived late.",
  "steps": [
    "Attempt a small representative unit.",
    "Inspect the result against a clear criterion.",
    "Correct the earliest consequential error.",
    "Retry on a fresh unit before doing a large batch."
  ],
  "sources": [
    {
      "id": "RS-6E1BEAD965645751",
      "title": "The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research",
      "url": "https://pubmed.ncbi.nlm.nih.gov/32038429/"
    },
    {
      "id": "RS-05CB28C0C7CF56B3",
      "title": "Adaptive training instructional interventions: A meta-analysis",
      "url": "https://pubmed.ncbi.nlm.nih.gov/39083372/"
    }
  ],
  "relations": [
    {
      "from": "MHC-D-RESEARCH-9021",
      "to": "MHC-D-RESEARCH-9023",
      "type": "useful_with",
      "url": "/knowledge/build-a-task-bank-for-variation-not-repetition-count"
    }
  ],
  "collections": [
    {
      "id": "RC-EA04F47374E04549",
      "title": "Learn new skills, turn them into career evidence, and protect the main development edge",
      "url": "/collections/learn-new-skills-turn-them-into-career-evidence-and-protect-the-main-development-edge"
    }
  ]
}