Immediate Feedback Assessment Technique Promotes Learning and Corrects Inaccurate first Responses

The Psychological Record - Multiple-choice testing procedures that do not provide corrective feedback facilitate neither learning nor retention. In Studies 1 and 2, the performance of participants...     

Acquisition and Retention of Esperanto: The Case for Error Correction and Immediate Feedback

The Psychological Record - Participants completed 5 laboratory examinations during which the number of responses permitted (1 response, up to 4 responses) and the timing of feedback (no feedback...     

The horizontal-vertical illusion and knowledge of results

The Horizontal-Vertical (HV) Illusion was examined in two studies in which subjects adjusted the vertical line in L-shaped and inverted-T figures or produced lines in the vertical and horizontal planes. On the adjustment tasks, vertical lines were made significantly shorter than horizontal comparison lines, especially for the inverted-T figure. On the production tasks, lines drawn in the vertical plane were significantly shorter than lines drawn in the horizontal plane. The adjusted and created lines of subjects receiving intertrial feedback on illusion magnitude were significantly more accurate and less variable than the estimations of control subjects. Performance on either task or figure type did not differ as a function of sex of subject. The present results show that the HV illusion exists in the absence of line bisection or a comparison line and results from the overestimation of vertical lines. These findings further clarify the relative contributions of the structural and strategy mechanisms in the formation of the Horizontal-Vertical Illusion.     

Acquisition and retention of perceptual learning and the horizontal-vertical illusion.

The present study examined procedure-specific differences in the acquisition and retention of perceptual learning using four forms of the Horizontal-Vertical illusion. Training to criterion was conducted using intertrial feedback, continued visual inspection, or yoked-control procedures. Retention of perceptual learning was assessed at posttraining intervals ranging from 1 minute to 1 month. Subjects trained with feedback achieved criterion in fewer trials and showed greater accuracy and short-term retention of perceptual learning on the inverted-T figure and the 1-in. vertical line-production task. The present results show that the correction of inaccurate strategic factors most likely represents the temporary acquisition of compensatory strategies that facilitate performance on simple perceptual-motor skills tasks.     

Early infant crawling experience is reflected in later motor skill development

The influences of early crawling experience on motor skill development were examined in children identified by parents as crawlers or noncrawlers during early infancy. Relative to the performance of crawlers, noncrawlers showed lower average and subtest-specific performance on selected measures of the Miller Assessment for Preschoolers. These results, interpreted through Ayres' sensory integration theory and applied to current occupational therapy practice, support Farber's hypothesized importance of early crawling experience in the development of sensory and motor systems of the body and general motor skill development.     

Immediate Feedback Assessment Technique: multiple-choice test that "behaves" like an essay examination

A multiple-choice testing system that provides immediate affirming or corrective feedback and permits allocation of partial credit for proximate knowledge is suggested as an alternative to essay examinations.     

Age-related susceptibility to the Müller-Lyer and the horizontal-vertical illusions

Participants between the ages of 3 and 20 years adjusted the Müller-Lyer illusion and the inverted-T form of the Horizontal-Vertical illusion. Perceptual error was quantified using signal detection and nonparametric measures of sensitivity and responsivity. Significant changes in sensitivity and responsivity were found for each illusion across participants' ages. No effect of sex of participant was found. Sensitivity and responsivity were largely asymptotic between the ages of 13 to 15 years for the Müller-Lyer illusion and between the ages of 11 to 15 years for the Horizontal-Vertical illusion.     

Feedback Facilitates the Acquisition and Retention of Numerical Fact Series by Elementary School Students with Mathematics Learning Disabilities

The Psychological Record - The effects of feedback to assist elementary school students classified as either normally achieving (NA) or with a mathematics learning disability (MLD) in acquiring the...     

Adjunctive Role for Immediate Feedback in the Acquisition and Retention of Mathematical Fact Series by Elementary School Students Classified with Mild Mental Retardation

The Psychological Record - The effects of feedback on the acquisition and retention of mathematical fact series by elementary school students classified with mild mental retardation was examined in...     

Procedure-specific estimates of structural and strategic factors in the Horizontal-Vertical illusion

The present study examined potential differences in structural and strategic factor estimates involved in the Horizontal-Vertical (HV) illusion. Performance on adjustment and production-task forms of the illusion was examined under the conditions of intertrial feedback, continued visual inspection, combined feedback and visual inspection, as well as control procedures. Estimates of structural and strategic factors were procedure-specific and, for each task, the correction of inaccurate strategic factors was significantly greater for the feedback than the visual-inspection and control groups. There were no significant additive effects when feedback was combined with visual inspection. The illusion results from an overestimation of the length of vertical lines, seems to be predominantly cognitive in nature, and exists in the absence of line bisection and a comparison line.