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The Effect of Feedback Type on Performance and Learning when Completing a Rule-Based Task.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Effect of Feedback Type on Performance and Learning when Completing a Rule-Based Task./
作者:	Brunsen, Emily Marie.
面頁冊數:	1 online resource (71 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-01, Section: B.
Contained By:	Dissertations Abstracts International85-01B.
標題:	Problem solving. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30516343click for full text (PQDT)
ISBN:	9798379869205

The Effect of Feedback Type on Performance and Learning when Completing a Rule-Based Task.
Brunsen, Emily Marie.

The Effect of Feedback Type on Performance and Learning when Completing a Rule-Based Task. - 1 online resource (71 pages)

Source: Dissertations Abstracts International, Volume: 85-01, Section: B.

Thesis (Ph.D.)--North Carolina State University, 2023.

Includes bibliographical references

Although feedback research has been conducted for many years, there is still not a concrete answer as to what type of feedback is best for learning a rule-based task that requires inference of the rules. Further, when research has been done on feedback types, it often does not differentiate performance from learning. Because the degree in which feedback affects an individual depends on factors such as the acknowledgment of correct or incorrect performance and feedback type (Pashler et. al, 2005, Fazio et al., 2010), both were considered in these studies. Participants were given a variation of Knowledge of Response (KR) and some amount of Knowledge of Correct Response (KCR) while completing a rule-based task. These four groups included feedback given upon every answer submission (KR/KCR-All), feedback only given when the individual chooses the correct answer (KR/KCR-Correct), feedback only given when the individual chooses the incorrect answer (KR/KCR-Incorrect), and no feedback (KR/None). Study 1 was conducted to determine the feasibility of the procedure and resulted in the need to adjust the method and study design slightly to better answer hypotheses regarding learning. Specifically, the redesign of the Post Rule Recall Task (PRRT). In Study 1 and 2, participants were asked to make selections based on two rules that were stated and a third rule that required their use of inferential problem solving to learn. Measurements of individual differences including confidence, visuospatial ability, and abstract reasoning were collected as they have been shown to affect interpretation of feedback (Egi et al., 2002), ability to perform (Miola, Muffato, Meneghetti, & Pazzaglia, 2021), and the ability to learn. This study expands upon previous findings of feedback on performance and learning and applies these ideas to rule-based task training and training of inferential problem solving. Conclusions from this study provide new insights on the role four specific types of feedback have on an individual's ability to perform and learn a rule-based task while also considering individual differences.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798379869205Subjects--Topical Terms:

516855
Problem solving.
Index Terms--Genre/Form:

542853
Electronic books.

The Effect of Feedback Type on Performance and Learning when Completing a Rule-Based Task.
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520 $a Although feedback research has been conducted for many years, there is still not a concrete answer as to what type of feedback is best for learning a rule-based task that requires inference of the rules. Further, when research has been done on feedback types, it often does not differentiate performance from learning. Because the degree in which feedback affects an individual depends on factors such as the acknowledgment of correct or incorrect performance and feedback type (Pashler et. al, 2005, Fazio et al., 2010), both were considered in these studies. Participants were given a variation of Knowledge of Response (KR) and some amount of Knowledge of Correct Response (KCR) while completing a rule-based task. These four groups included feedback given upon every answer submission (KR/KCR-All), feedback only given when the individual chooses the correct answer (KR/KCR-Correct), feedback only given when the individual chooses the incorrect answer (KR/KCR-Incorrect), and no feedback (KR/None). Study 1 was conducted to determine the feasibility of the procedure and resulted in the need to adjust the method and study design slightly to better answer hypotheses regarding learning. Specifically, the redesign of the Post Rule Recall Task (PRRT). In Study 1 and 2, participants were asked to make selections based on two rules that were stated and a third rule that required their use of inferential problem solving to learn. Measurements of individual differences including confidence, visuospatial ability, and abstract reasoning were collected as they have been shown to affect interpretation of feedback (Egi et al., 2002), ability to perform (Miola, Muffato, Meneghetti, & Pazzaglia, 2021), and the ability to learn. This study expands upon previous findings of feedback on performance and learning and applies these ideas to rule-based task training and training of inferential problem solving. Conclusions from this study provide new insights on the role four specific types of feedback have on an individual's ability to perform and learn a rule-based task while also considering individual differences.
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