Knowledge of results

Source: Wikipedia, the free encyclopedia.

Knowledge of results is a term in the psychology of learning.[1][2]: 619  A psychology dictionary defines it as feedback of information:

"(a) to a subject about the correctness of [their] responses; (b) a student about success or failure in mastering material, or (c) a client in psychotherapy about progress".[3]

It describes the situation where a subject gets information which helps them to change

behaviour
in a desirable way, or to gain understanding.

There are a number of similar terms in psychology:

  • KCR: this means "knowledge of correct results". This implies that there is always a specific correct result.
  • schedules of reinforcement
    to "shape behaviour".
  • Feedback: this is a more general term, often used for the way
    systems adjust to preset limits. It is often used in general conversation, with various meanings. Corrective feedback
    is a version sometimes used in school education.

Knowledge of results,[1] or sometimes immediate knowledge of results,[4] can be used for any learning where a student (or an animal) gets information after the action. The information is about how satisfactory the action is.

Experimental evidence

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

multiple-choice questions.[5][6] 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.

Later work in training research and education used the term "knowledge of results" frequently.[7][8]

An important question was whether scores would be improved more if direct teaching was given either before or after the question was asked. The answer in both cases was (broadly) yes. Using instructional films, Michael and Maccoby split groups into two halves. Half the students were given material which required active, explicit responses. After a pause, they were told the correct answer. The other half was not given feedback. Instructional time was identical. The result showed a "slight but significant gain" for the active-response procedure without feedback, but more gain when feedback was provided. The experimenters later described this as "KCR" rather than "feedback".[9][10] Research on the active response itself is summarised in.[2]: 614  Later discussion of experiments like these suggested that the results might be due to practice rather than feedback. Undoubtedly, the set-up had given extra practice on the questions as well as knowledge of results, and the experiments often confounded the two factors.

Another issue is that knowledge of results may give information to the instructor as to ways the material can be improved. Using a teaching program on

decimal arithmetic, an experienced teacher can put student mistakes into types. For example, one group of mistakes are due to the learners not understanding the rules about placement of the point in decimal multiplication
. This shows where and how the learning material needs to be revised.

Conscious thought not always essential

metazoa, and conscious thought very much later. This is what Reber calls the "primacy of the implicit", meaning implicit learning came first in evolution.[11]
: Chapter 3 

References

  1. ^ a b Annett, J. (1964). "The role of knowledge of results in learning: a survey". In De Cecco, John P. (ed.). Educational Technology: Readings in Programmed Instruction. Holt, Rinehart and Winston. pp. 279–285.
  2. ^ a b Lumsdaine, Arthur A. (1963). "Instruments and media of instruction". In Gage, Nathaniel L. (ed.). Handbook of research on teaching. Chicago, IL: Rand McNally. pp. 583–682.
  3. ISBN 978-0140514513
    .
  4. ^ Rowntree, Derek (1966). Basically branching: a handbook for programmers. London: Macdonald. p. 41.
  5. ^ Pressey, Sidney L. (1926). "A simple apparatus which gives tests and scores – and teaches". School and Society. 23 (586): 373–376.
  6. ^ Lumsdaine, Arthur A.; Glaser, Robert, eds. (1960). Teaching machines and programmed learning. Vol. I: A source book. Washington D.C.: National Education Association.
  7. ^ Lumsdaine, Arthur A. (1962). "Experimental research on instructional devices and materials". In Glaser, Robert (ed.). Training research and education. New York: Columbia University Press. pp. 260–263.
  8. ^ Smode, A. F. (1962). "Recent development in training problems, and training research methodology". In Glaser, Robert (ed.). Training research and education. New York: Columbia University Press. pp. 471–477, 484.
  9. PMID 13118071
    .
  10. ^ Michael D.N. & Maccoby N. 1961. Factors influencing the effects of audience participation on verbal learning from films: motivating versus practice effects. In Lumsdaine A.A. (ed) Student response in programmed instruction: a symposium. Washington D.C. National Academy of Sciences–National Research Council, publication #943.
  11. ^
    ISBN 9780195106589
    .
Retrieved from "https://en.wikipedia.org/w/index.php?title=Knowledge_of_results&oldid=1150135042"