1995/10/01 by Christopher M. Janelle, Jingu Kim, Robert N. Singer
paper · doi:10.1177/003151259508100253
crossref issued 1995/10/01 · crossref published 1995/10/01 · crossref published-online 1995/10/01 · crossref published-print 1995/10/01 · crossref created 2017/07/16 · crossref deposited 2026/05/01 · crossref indexed 2026/07/29
Research on knowledge of results and knowledge of performance has been directed toward identification of the optimal schedule for administering feedback. The purpose of this investigation was to assess whether a schedule based on performance feedback controlled by the learner would be a more effective means of delivering feedback than any predetermined or random schedule. Participants were randomly assigned to one of five conditions: (a) control group receiving no performance feedback, (b) 50% relative performance feedback, (c) summary performance feedback, (d) subject-controlled performance feedback, and (e) yoked control group. Data were collected during an acquisition phase (four blocks of 10 trials) and a retention phase (two blocks of 10 trials) in which subjects performed an underhand ball toss. Repeated-measures analyses indicated significant main effects for the absolute error (AE). Participants in the subject-controlled performance feedback condition performed significantly better on both retention trials than the other groups. Analysis suggests that a feedback schedule which is controlled by the learner may be a more effective means of delivering augmented feedback than other schedules which have been examined.