초록

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Abstract ▼ AI-Helper

The purpose of the present study was to determine whether feedback is more effective when provided relatively good or relatively poor trials. If learning benefits more from feedback after successful trials, this would pose additional difficulties for the guidance view of feedback. Recent studies hav...

The purpose of the present study was to determine whether feedback is more effective when provided relatively good or relatively poor trials. If learning benefits more from feedback after successful trials, this would pose additional difficulties for the guidance view of feedback. Recent studies have shown that learners prefer to receive feedback they believe they had a "good" rather than "poor" trial. Participant practiced a task that required them to throw beanbag at a target with their non-dominant arm. All participant received knowledge of results and locational information on three trials in each 6-trial block. Data obtained from all subjects in ten acquisition and two retention trials blocks were two separate analyses of variance for each of two error scores. Analysis performed on the acquisition trials were a 2×10 (group×trial block) of variance (ANOVA) with repeated measures on the second factor. The retention trials were a 2×2 (group×trial block) of variance (ANOVA) with repeated measures on the second factor. Dependent measures were absolute error(AE) and valuable error(VE). There were no group differences in practice. However, the KR good group showed learning advantage on a delayed retention test (without KR) than the KR poor group. These results demonstrated that learning is facilitated if feedback is provided after good rather than poor trials. The finding ore interpreted a evidence for a motivational function of feedback.

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