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An experiment designed to explore the relationship between the knowledge of results and the performance of a subject in a line drawing task. Various aspects of learning, including its definition, characteristics, and different types. It also delves into the concept of associative learning and the factors affecting learning. The main focus of the experiment is to test the hypothesis that as knowledge of results becomes more specific, performance improves. Demographic information about the participant, the results of the experiment, and the discussion of the findings.
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STATEMENT OF PROBLEM: To investigate the relationship between the knowledge of results and the performance of the subject in a line drawing task. INTRODUCTION Learning "A change in human disposition or capability that persists over a period of time and is not simply ascribable to processes of growth." -From The Conditions of Learning by Robert Gagne "Learning is a process of progressive behavior adaptation"(Skinner ) "Learning is the acquisition of habits, knowledge & attitudes"(Crow & Crow ) Characteristics of Learning ● It's an experience acquisition process. ● It re-establishes the relationship between stimulus and response. ● Learning can be described as the process of acquisition, retention, and modification of experience. ● It brings a relatively permanent change in the behavior of the individual. ● Learning is concerned with Cognitive, conative, and affective aspects, where the cognitive aspect refers to the acquisition of knowledge, the conative aspect refers to the acquisition of new habits and skills, and the affective aspect refers to change in emotions. Different types of learning Motor Learning: including learning muscular coordination such as walking, running, and driving. Verbal Learning: learning to communicate via learning languages, symbols, sounds, figures, signs, etc. Concept Learning: involves using the process of abstraction and generalization. It is associated with higher cognitive processes such as intelligence, thinking, and reasoning. Discrimination Learning: refers to learning to distinguish between different stimuli and their appropriate responses. Learning of Principles: type of learning that is based on principles that help in managing the work most effectively. These principles based on learning explain the relationship between various concepts. Attitude Learning: talks about attitudinal disposition, how we should behave in certain settings, and what attitude we need to adopt about it. Four Major Types of Associative Learning
Phase I (10 Trials) II (10 trials) III (10 trials) IV (10 trials) 1 2 . . 10 PROCEDURE /INSTRUCTIONS The experimenter arranged the material carefully and called the subject inside the cubicle. After establishing the rapport, the 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 the same lengths but you will be 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. INTROSPECTIVE REPORT
Demographic Information: Age 43 Gender: Male Occupation: PWD Marital status: Married Hobies: Carpentry, creating utility furniture, fishing Result Table: Table 1: Scores Sr. Part 1 No feedback Part 2 Right/wrong Part 3 Long/short Part 4 Exact measurement Trials Reading Reading Reading
Table 2. Treatment of results PART 1 PART 2 PART 3 PART 4 PSE 10.79 10.87 10.28 10. CE 0.79 0.87 0.28 0.
Table 3: Graph
Since the subject has a lowest PSE of 10.25 and CE of 0.25. Our hypothesis that "As KOR becomes more specific, performance improves" is accepted and the purpose of this experiment is successful. Reference: Castille, A.-M. R. (2020). Providing thoughtful performance feedback in the classroom. Industrial and Organizational Psychology , 13 (4), 467–470. https://doi.org/10.1017/iop.2020. Sharma, D. A., Chevidikunnan, M. F., Khan, F. R., & Gaowgzeh, R. A. (2016). Effectiveness of knowledge of result and knowledge of performance in the learning of a skilled motor activity by healthy young adults. Journal of Physical Therapy Science , 28 (5), 1482–1486. https://doi.org/10.1589/jpts.28. Dees, V., & Grindley, G. C. (1951). The Effect of Knowledge of Results on Learning and Performance IV. The Direction of the Error in Very Simple Skills. Quarterly Journal of Experimental Psychology , 3 (1), 36–42. https://doi.org/10.1080/