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    Knowledge of Results

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    Neha Sawant
    The document discusses an experiment that investigated the relationship between knowledge of results (KOR) and performance on a line drawing task. [1] The experiment had subjects draw lines blindfolded over 4 parts that varied the type of feedback provided: no feedback, right/wrong, shorter/longer, and exact measurement. [2] The hypothesis was that as KOR became more specific, performance would improve accordingly. [3] Results showed performance improved with more specific KOR, supporting the hypothesis.

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    Knowledge of Results

    Uploaded by

    Neha Sawant
    161 views11 pages
    The document discusses an experiment that investigated the relationship between knowledge of results (KOR) and performance on a line drawing task. [1] The experiment had subjects draw lines blindfolded over 4 parts that varied the type of feedback provided: no feedback, right/wrong, shorter/longer, and exact measurement. [2] The hypothesis was that as KOR became more specific, performance would improve accordingly. [3] Results showed performance improved with more specific KOR, supporting the hypothesis.

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    The document discusses an experiment that investigated the relationship between knowledge of results (KOR) and performance on a line drawing task. [1] The experiment had subjects draw lines blindfolded over 4 parts that varied the type of feedback provided: no feedback, right/wrong, shorter/longer, and exact measurement. [2] The hypothesis was that as KOR became more specific, performance would improve accordingly. [3] Results showed performance improved with more specific KOR, supporting the hypothesis.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    161 views11 pages

    Knowledge of Results

    Uploaded by

    Neha Sawant
    The document discusses an experiment that investigated the relationship between knowledge of results (KOR) and performance on a line drawing task. [1] The experiment had subjects draw lines blindfolded over 4 parts that varied the type of feedback provided: no feedback, right/wrong, shorter/longer, and exact measurement. [2] The hypothesis was that as KOR became more specific, performance would improve accordingly. [3] Results showed performance improved with more specific KOR, supporting the hypothesis.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 11

    Knowledge of Results

    Statement of the Problem

     To investigate the relationship between the knowledge of results and performance


    of the subject in line drawing task

     An early experiment on knowledge of results was the machine invented


    by Sidney Pressey, where a device both tested and taught multiple-
    choice questions. This method tells the user (by inference) only whether
    the choice was correct or not. The material was multiple choice items, and
    the method used as an addition to collecting classroom test scores.
    introduction

     Learning
     Characteristics of Learning
     Different types of learning
     Four Major Types of Associative Learning
     1) Learning through association - Classical Conditioning
     2) Learning through consequences – Operant Conditioning
     3) Learning through observation – Modeling/Observational Learning
     4) Imprinting
    Introduction
     Factors affecting Learning (Age, intelligence, learning, motivation, length of material, practice etc)
     Objective determinants
     Subjective determinants
     What is feedback
     Delayed feedback
     Decreased feedback
     Principles of Feedback
     Feedback as reinforcement
     Positive reinforcement
     Negative reinforcement
     Quantitative feedback
     Qualitative feedback
    Hypothesis
    As KOR becomes more specific, performance improves accordingly.

    Variables
    IV: Feedback Given
    DV: Performance of the subject in line drawing task

    Material
    4 sheets of paper with 10 cm line drawn on it
    4 blank sheets of paper
    Stationary
    A 30 cm long scale
    Wooden screen
     Plan of the experiment
    Phase I (10 II (10 trials) III (10 trials) IV (10 trials)
    Trials)
    1 Eliminate the 1st
    2 trial in phase II, III
    . and IV.

    .
     10
    Precautions
     Blindfold the subjects properly
     Measure the length of the line drawn carefully after each trial and keep a record of it
     For every trial, starting point should be different
     Do not allow the subject to touch the table, scale or any other material
     Retracing of the line is not allowed
     Procedure/ Instructions

    The experimenter arranged the material carefully and called the subject inside the cubicle. After
    establishing the rapport, following instructions were given,
    “Today, I am going to conduct a simple and interesting experiment. You can see this 10 cm long
    line. You have to draw lines of same lengths but you will blindfolded throughout the experiment.
    I will put your hand on the starting point. Your task is to draw a straight and continuous line
    without lifting your hand. You cannot retrace the drawn line. You have to perform this task without
    lifting your elbow from the table. You are not allowed to touch the table, scale , paper or use any
    other external cue.
    There are four parts to this experiment. In the first part, no feedback will be provided.
    You need to draw 10 lines. In the second part, I shall tell you whether your line is
    right or wrong. In the third part, I will tell you whether your line is longer or shorter.
    In the fourth part, I will tell you the exact measurement of the line you have drawn.
    Ready? Go.”
    The subject was blindfolded and the experiment was conducted as per the plan.
    The length of the line drawn was measured after each trial and recorded carefully.
    After completion of the forth part, the subject’s blindfolds were removed.
    Introspective report was taken and the subject was allowed to leave the room.
     Result Table

    Sr. Part 1 Part 2 Part 3 Part 4


    No feedback Right/ Wrong Shorter/ Longer Actual
    measurement
    Reading Reading Reading Reading
    Trial 0 12 cm
    1 6 cm 10 cm
    2 7 cm 6.9 cm
    . 10.1 cm 11.3 cm
    . 12 cm 11 cm
    10 8.4 cm 10.2 cm
    Total 80 90
     D= Reading – 10 (- shows shorter line, + shows longer line)
    PSE=Tot 8 9
    al/10
     PSE= Total / 10
    trials
    Treatment of Results
    Point of Subjective equality
     PSE = total score /10 trials
     Constant Error (CE) = PSE – standard -STD(10cm)
     CE1= PSE 1 – 10 (Similar for CE2, CE3, CE4)

    Part I II III IV
    PSE 8 9
    CE -2 -1 -0.5 1

    Section 4 if CE is high hypothesis is proved if low hypothesis is rejected.


    Discussion
    Conclusion
    Graph
    Bar graph for CE for each part (X axis: 4 bars for 4 parts, Y Axis: CE)
    References

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