Knowledge of results is a term in learning psychology. p619 The psychology dictionary defines it as an information feedback:
- "(a) to the subject of the truth of their responses; (b) a student about the success or failure of mastering the material; or (c) the client in psychotherapy about progress."
It describes situations in which subjects are informed that help them change behavior in the desired way, or to gain understanding.
There are a number of similar terms in psychology:
- KCR : this means "knowledge of correcting result". This means that there are always true specific results.
- Conditioning and operant reinforcement: this implies a behaviorist approach using a reinforcement schedule to "shape behavior".
- Feedback: this is a more general term, often used for how the system adjusts to a predefined limit. It is often used in public conversations, with many meanings. Corrective feedback is a version sometimes used in school education.
Knowledge of results, or sometimes direct knowledge of results, can be used for learning in which the students (or animals) are informed after the action. The information is about how satisfying his actions are.
Video Knowledge of results
Experimental evidence
The initial experiment on the knowledge of results was a machine invented by Sidney Pressey, in which a device tested and taught multiple-choice questions. This method tells the user (in conclusion) only whether the choice is true or not. The material is a multiple-choice item, and the method used in addition to collecting class test values.
Then work in training and education research using the term "knowledge of outcomes" frequently.
The important question is whether the score will be improved if direct instruction is given before or after the question is asked. The answer in both cases is (broad) yes. Using instructional films, Michael and Maccoby divide the group into two parts. Half the students are given materials that require active and explicit responses. After the break, they are told the correct answer. The other half was not given feedback. The instructional time is identical. The results show "a small but significant gain" for active response procedures without feedback, but more benefits when feedback is given. The researchers then described this as "KCR" rather than "feedback". Research on the active response itself is summarized in p614 . Further discussion of such experiments shows that the results may be due to exercise rather than feedback. Undoubtedly, the set-up has provided additional practice on the questions as well as the knowledge of the results, and the experiment often confuses two factors.
Another problem is the knowledge of the results can provide information to the instructor on how the material can be improved. Using a teaching program on decimal arithmetic, an experienced teacher can put student errors into a type. For example, one group of errors is because the learner does not understand the rules about point placement in decimal multiplication. It shows where and how the learning materials need to be revised.
Maps Knowledge of results
Conscious thinking is not always important
The conscious mind is not always necessary to know the results to have the effect. Research on implicit learning suggests that complex information can be acquired by humans without their awareness. This is also demonstrated by experiments on animal learning that demonstrate the effect of knowledge on outcome on later behavior. It seems that subconscious learning by results evolved first in early metazoa, and the conscious mind very soon after. This is what Reber calls "implicit virtues," meaning implicit learning appears first in evolution.
References
Source of the article : Wikipedia
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