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...     

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.     

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...