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The present study examined the effects of knowledge of results (KR) and assigned goals on arithmetic computation. Female university students (« = 100) either received or did not receive explicit KR while under easy or challenging goal assignment. A control group (n -SO) received neither KR nor goal assignment. Subjects receiving KR under challenging goal assignment significantly increased their computational speed at no apparent cost in accuracy. These findings are congruous with the 1977 findings of Erez. With the minimizing of implicit KR in the no-KR groups in the present study, challenging goal assignment in itself had no noticeable effect on computational speed and led to a significant increase in errors. It is suggested that feedback may be a necessary complement to assigned goals in facilitating performance.

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Forty‐six male and forty‐six female third grade children were assigned to one of two experimental conditions. In one condition Ss were told that they were going to take several tests and were than administered three subtests from the nonverbal battery of the WISC. In the second condition Ss were told that they were going to play several games and were than administered the same three subtests. An analysis of variance applied to the resulting summed scores revealed one significant main effect, task definition (p < .01).

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