Twenty gifted learners (11 years old) demonstrated performance superior to 20 average age matched learners on problem solving tasks related to memory and attention, but not on all measures related to performance efficiency and strategy selection. Average Ss used significantly more advanced strategies when continued access to feedback was…

A precise grading system in physical education has a salutary effect on motor learning. (JD)

In two experiments, college undergraduates completed a 20-frame instructional program and did or did not receive feedback following each frame response. Feedback groups outperformed the controls on the 20-item criterion test, but subjects who received repeated feedback showed the greatest probability of correcting an instructional error.…

Experimental evidence strongly supports the assumption that knowledge of results (KR) is necessary for learning to occur. This study compares the effects of KR or no-KR with the effects of an interpolated verbal activity on learning and performance of a timed motor task. Results are presented. (Author/MT)

Two studies assessed the effects of material incentives and feedback on the use of rehearsal by first grade children. Subjects were required to remember the order in which the experimenter pointed to simple objects and rehearsal was assessed by observing lip movements during a 15-second retention interval. (Author/DB)

Studies the influences of modeling and social feedback on the acquisition of writing revision with 72 college students. Social feedback during enactive performance assisted learners from all modeling groups in acquiring writing and self-regulatory skills. (Contains 25 references and 3 tables.) (GCP)

The experiment reported here investigated how verbalization of subtraction with regrouping operations influenced learning disabled students' self-efficacy and skillful performance, and also explored how effort attributional feedback affected these achievement behaviors. Learning disabled students (N=90) from grades 6 through 8 received training…

Eighty undergraduate students participated in an investigation of the effects on acquisition of immediate versus 30-second delay of reinforcement under either known or unknown response contingency conditions. The students in the four experimental conditions were required to depress three buttons in proper senquence. Following a correct response,…

Eighteen educable mentally retarded adolescents, 18 chronological age (CA) matched nonretarded adolescents, and 18 mental age (MA) matched nonretarded children stylus-tracked an intermittently disappearing rotary pursuit target with and without auditory feedback. (Author)

This study examined the learning of movement sequences in 10 adults with Down syndrome (DS) under two visual information conditions. Although DS individuals were significantly slower than neurologically typical participants, mean reaction and movement times were not affected by the visual information condition in either group. DS individuals…

Studied development of procedural knowledge in 14 adults, aged 18 to 35 years, engaged in a novel task using a toy tractor-trailer rig. Results revealed three phases of development in subjects' knowledge of steering procedures and the rig's movement patterns, and their use of feedback information. Subjects also manifested different levels of…

Reports on an experiment that trained children in memorization by offering explicit feedback emphasizing relationships between strategy use and recall. Finds that the understanding of feedback predicts strategy maintenance if subjects can re-elaborate this information, and prior metacognitive knowledge helps determine the ability to integrate new…

Whole tasks for acquiring complex skills are often too difficult for novices. To solve this problem, "process support" divides the problem solving into phases, offers driving questions, and provides feedback. A multimedia program was used to teach sophomore law students ("N"=82) to prepare and carry out a plea. In a randomised 2x2 design with the…

Discussion of interaction and performance feedback in the language learning process focuses on a study at the Open University of Hong Kong that explored tutor and student perspectives on the feedback in a distance language course. Results showed a need for more training for tutors and students to successfully use feedback. (Author/LRW)

Two studies assessed whether: (1) high levels of task-relevant metacognition would be related to good task performance; (2) some kinds of feedback (e.g., explanations) would improve task-relevant metacognition (and hence, performance) more than other kinds of feedback; and (3) some kinds of people would be more likely to seek out and use this…