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Effect of Feedback on Performance in Line Drawing Task: Examining Results Knowledge and Pe, Study Guides, Projects, Research of Psychology

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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2023/2024

Uploaded on 01/14/2024

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EXPERIMENT 3: KNOWLEDGE OF RESULTS
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
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EXPERIMENT 3: KNOWLEDGE OF RESULTS

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

  1. Learning through association - Classical Conditioning (Pavlov..) This association refers to the relationship between stimulus and response. Where a neutral stimulus is paired with an unconditioned stimulus repetitively to produce a conditioned response. For example we get conditioned to feel hungry while watching tv if we repetitively eat lunch or dinner while watching tv.
  2. Learning through consequences – Operant Conditioning ( Skinner…) According to this theory, we can strengthen the desirable behavior through reinforcement and reduce or curb the behavior through punishment. Example for positive reinforcement: Providing bonuses to employees who work well. Example of negative reinforcement: alarm systems in BMW cars that beep until one puts the seat belt on. Hence one is likely to put on the seat belt first to avoid the alarm beep. Example of Positive Punishment: scolding a child for not submitting an assignment on time. Example for Negative Punishment: not accepting delayed assignment submission.
  3. Learning through observation – Modeling/Observational Learning: learning happens through observation. This is usually seen in children as they observe the way their parents/elders talk to them and to each other.
  4. Imprinting Imprinting learning refers to the type of learning that is sexual, genetic, limbic, genomic etc. It literally means, marking something or someone. According to Konrad Lorenz (1936), the imprinting principle of attachment between a newly born organism and its caretaker. This instinctive concept on how attachments are developed, Lorenz explained this concept via a study on geese eggs hatching, where this geese often would follow Lorenz since he was first present during their hatching of an egg. Factors affecting Learning (Age, intelligence, learning, motivation, length of material, practice, etc) ► Objective determinants:
  1. Method of learning: effective methods such as recall, quiz, practical application of knowledge, how the person is being taught, and techniques one uses to learn and memorize concepts affect their learning. An effective technique can help the learner learn faster. ► Subjective determinants Age
  1. Recognize The Expected: People should be praised when they behave as expected. Too many people, though, take the required level for granted. Remember that recognising someone who meets established standards is just as vital as praising someone who excels.
  2. Encourage Change: Collaborate to determine the desired change and how to make it happen. Decide when the modifications will be implemented concurrently. Feedback as reinforcement ► Positive reinforcement: Positive reinforcement works by providing a motivating/reinforcing stimulus to the person once the desired behaviour is demonstrated, increasing the likelihood of the behaviour being repeated in the future. ► Negative reinforcement: When a specific stimulus (typically an aversive stimulus) is removed after a certain behaviour is displayed, negative reinforcement occurs. Because the negative consequence has been removed or avoided, the likelihood of the particular conduct occurring again in the future has increased. ► Quantitative feedback: Bigger Sample size is used in Qualitative feedback. ► Qualitative feedback: People's opinions and experiences are used to create qualitative feedback. It is due to the group's lesser sample size. HYPOTHESIS As KOR becomes more specific, performance improves accordingly. VARIABLES IV: Feedback Given DV: Performance of the subject in line drawing task MATERIALS 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 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

RESULT TABLE

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

  1. 9.5 13.4 10 11.
  2. 8.6 10.3 10.8 9.
  3. 9.7 10.4 10.6 10.
  4. 10.3 9.5 9.9 10.
  5. 10.3 10.6 11.3 10.
  6. 11.5 10.1 10.1 11
  7. 12 11.5 9.8 9.
  8. 11.3 10.9 10.5 10.
  9. 13.2 12 9.9 9.
  10. 11.5 10 9.9 10 Total 107.9 108.7 102.8 102. PSE Total/trials

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

CONCLUSION

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/