A Comparison of Functional (FKR) and Verbal Knowledge of Results (VKR) in Schema Learning

1973 ◽  
Author(s):  
Malcolm D. Arnoult ◽  
Robert A. Smallwood
Keyword(s):  
Knowledge Of Results ◽  
Schema Learning ◽  
Verbal Knowledge

The Relative Efficacy of Different forms of Knowledge of Results for the Learning of a New Relative Timing Pattern

2003 ◽  
Vol 56 (4) ◽  
pp. 1-20 ◽  
Author(s):  
Dominique De Jaeger ◽  
Luc Proteau
Keyword(s):  
Temporal Pattern ◽  
Relative Efficacy ◽  
Relative Timing ◽  
Movement Velocity ◽  
Knowledge Of Results ◽  
Timing Pattern ◽  
Verbal Knowledge ◽  
Source Of Information ◽  
Forms Of Knowledge ◽  
Effective Source

The goal of the present study was to determine the relative efficacy of verbal and auditory knowledge of results for promoting learning of a new constrained relative timing pattern. In a series of four experiments we compared the efficiency of verbal knowledge of results to that of auditory knowledge of results. The results of all four experiments revealed that verbal knowledge of result is a very effective source of information to promote learning of a new imposed relative timing pattern. Auditory knowledge of results favoured learning of a new relative timing pattern in a very limited set of circumstances. In the present study, this was only the case when movement velocity remained constant from one segment of the task to the next and if it resulted in an unfamiliar temporal pattern. The results of all four experiments also provided evidence that movement parameterization and relative timing are independent processes that can be developed in parallel.

Schema Learning in Retarded Children

1972 ◽  
Vol 30 (2) ◽  
pp. 447-453 ◽  
Author(s):  
Elvis C. Jones ◽  
Donald G. Myers ◽  
Donald L. Cleveland
Keyword(s):  
Channel Capacity ◽  
Knowledge Of Results ◽  
Pattern Complexity ◽  
Schema Learning ◽  
Amount Of Information ◽  
Cell Patterns

2 experiments with mildly retarded children are reported. In Exp. 1, 30 Ss reproduced checkerboard patterns containing 16, 20, 25, 30, and 36 cells. With increases in pattern complexity there was a decrease in the percent but not the amount of information retained (correcting for guessing). Ss performed significantly above chance even on the 36-cell patterns. In Exp. 2, 20 Ss abstracted a schema from 36-cell patterns without exposure to the prototype and without knowledge of results. These Ss retained 262% more cells than 20 control Ss who were trained with nonschematic patterns. Thus, training retarded children to abstract and use schemata should allow them to process more information despite having limited channel capacity.

Effects of Head-Tilt and Practice on Perception of Visual Direction without Visible Spatial Framework

1974 ◽  
Vol 38 (3) ◽  
pp. 719-725 ◽  
Author(s):  
J. Roger Ware
Keyword(s):  
Head Tilt ◽  
Practice Effect ◽  
Visual Direction ◽  
Perceptual Accuracy ◽  
Knowledge Of Results ◽  
Spatial Framework ◽  
Darkened Room ◽  
Verbal Knowledge ◽  
The Right

A series of 3 experiments concerned with the perception of visual direction was conducted using a single adjustable luminous rod in a completely darkened room. In Exp. I, perceptual accuracies of primary (vertical and horizontal) and intermediate (all other directions) visual directions were compared. Accuracy for primary directions was significantly better ( t = 10.73, p < .001). Head-tilts of 5°, 10°, 20°, and 30° to the right and left of 0° in Exp. II did not significantly affect the perceptual accuracy, but perceptual accuracy differed significantly between primary and intermediate directions ( F = 182.11, p < .001). The introduction of non-verbal knowledge of results in Exp. III yielded little improvement in the perceptual accuracy of intermediate visual direction, but a significant practice effect was found. The results were discussed in terms of previous research and suggestions for further research were outlined.

Verbal knowledge of results as redundant information for learning an anticipation timing skill

1991 ◽  
Vol 10 (4) ◽  
pp. 485-507 ◽  
Author(s):  
Richard A. Magill ◽  
Craig J. Chamberlin ◽  
Kellie G. Hall
Keyword(s):  
Redundant Information ◽  
Knowledge Of Results ◽  
Verbal Knowledge

The Effect of Erroneous Knowledge of Results on Skill Acquisition when Augmented Information is Redundant

1992 ◽  
Vol 44 (1) ◽  
pp. 105-117 ◽  
Author(s):  
Martinus J. A. Buekers ◽  
Richard A. Magill ◽  
Kellie G. Hall
Keyword(s):  
Motor Skills ◽  
Skill Acquisition ◽  
Sensory Feedback ◽  
Retention Performance ◽  
Knowledge Of Results ◽  
Conflicting Information ◽  
Timing Task ◽  
Practice Trials ◽  
Verbal Knowledge ◽  
Source Of Information

Even though it can be shown that verbal knowledge of results (KR) is redundant with sensory feedback for learning certain motor skills, such findings do not eliminate the possibility that when KR is available it influences underlying learning processes. In order to examine the function of KR more closely, two experiments were designed in which the subjects received conflicting information about their own sensory feedback and the KR presented by the experimenter. In Experiment 1, two erroneous-KR groups, a correct-KR group, and a no-KR group performed 150 practice trials on a simple anticipation timing task and then performed three no-KR retention tests of 30 trials each following intervals of 10 minutes, 1 week, and 1 month. The results supported previous findings that providing correct KR is redundant in anticipation tasks. However, learning was influenced by KR as subjects performed according to the erroneous KR information, thereby ignoring their sensory feedback even after a 1-month interval. In Experiment 2, subjects practised a more complex striking response for the anticipation task for 75 trials and then performed no-KR retention trials either immediately, or 1 day or 1 week later. One of the groups received erroneous KR after 50 practice trials with correct KR. The results confirmed and extended those from Experiment 1, as erroneous KR, even after initial practice with correct KR, influenced retention performance. These results indicate that although KR provides information that is not needed to learn anticipation timing skills, this augmented verbal information is a dominant source of information that influences underlying cognitive processes involved in learning motor skills.

The Vocabulary and Overclaiming Test (VOC-T)

2013 ◽  
Vol 34 (1) ◽  
pp. 32-40 ◽  
Author(s):  
Matthias Ziegler ◽  
Christoph Kemper ◽  
Beatrice Rammstedt
Keyword(s):  
Construct Validity ◽  
Psychometric Properties ◽  
Signal Detection Theory ◽  
Online Survey ◽  
Vocabulary Knowledge ◽  
Online Study ◽  
Accuracy Index ◽  
Bias Index ◽  
Reliability Estimates ◽  
Verbal Knowledge

The present research aimed at constructing a questionnaire measuring overclaiming tendencies (VOC-T-bias) as an indicator of self-enhancement. An approach was used which also allows estimation of a score for vocabulary knowledge, the accuracy index (VOC-T-accuracy), using signal detection theory. For construction purposes, an online study was conducted with N = 1,176 participants. The resulting questionnaire, named Vocabulary and Overclaiming – Test (VOC-T) was investigated with regard to its psychometric properties in two further studies. Study 2 used data from a population representative sample (N = 527), and Study 3 was another online survey (N = 933). Results show that reliability estimates were satisfactory for the VOC-T-bias index and the VOC-T-accuracy index. Overclaiming did not correlate with knowledge, but it was sensitive to self-enhancement supporting the construct validity of the test scores. The VOC-T-accuracy index in turn covaried with general knowledge and even more so with verbal knowledge, which also supports construct validity. Moreover, the VOC-T-accuracy index had a meaningful correlation with age in both validation studies. All in all, the psychometric properties can be regarded as sufficient to recommend the VOC-T for research purposes.

Schema learning and utilization as a function of task and stimulus variables.

1969 ◽  
Author(s):  
Chris T. Bersted ◽  
Bill R. Brown ◽  
Selby H. Evans
Keyword(s):  
Schema Learning

Effects of knowledge of results and method of payoff on keeping-track performance.

1970 ◽  
Author(s):  
Robert Karsh ◽  
Richard A. Monty ◽  
Harvey A. Taub
Keyword(s):  
Knowledge Of Results
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