Effect of goal setting on the strategies used to solve a block design task

Rozencwajg, Paulette; Fenouillet, Fabien

doi:10.1016/j.lindif.2012.03.008

Cited by 6 publications

(2 citation statements)

References 24 publications

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“…Second, goal setting leads to better performance strategies. It can be also speculated that participants who were given specific temporal goals improved their strategies in performance (see Rozencwajg & Fenouillet, 2012 for a related study). Third, previous research has already shown that goal setting can reduce reaction times (e.g., Strang, 1981;Goudas, Ardamerinos, Vasilliou, & Zanou, 1999;Gauggel, Leinberger, & Richardt, 2001).…”

Section: Discussionmentioning

confidence: 99%

Transfer Effects of Manipulating Temporal Constraints on Learning a Two-Choice Reaction Time Task with Low Stimulus-Response Compatibility

et al. 2012

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Recent research using deliberate amplification of spatial errors to increase motor learning leads to the question of whether amplifying temporal errors may also facilitate learning. We investigated transfer effects caused by manipulating temporal constraints on learning a two-choice reaction time (CRT) task with varying degrees of stimulus-response compatibility. Thirty-four participants were randomly assigned to one of the three groups and completed 120 trials during acquisition. For every fourth trial, one group was instructed to decrease CRT by 50 msec. relative to the previous trial and a second group was instructed to increase CRT by 50 msec. The third group (the control) was told not to change their responses. After a 5-min. break, participants completed a 40-trial no-feedback transfer test. A 40-trial delayed transfer test was administered 24 hours later. During acquisition, the Decreased Reaction Time group responded faster than the two other groups, but this group also made more errors than the other two groups. In the 5-min. delayed test (immediate transfer), the Decreased Reaction Time group had faster reaction times than the other two groups, while for the 24-hr. delayed test (delayed transfer), both the Decreased Reaction Time group and Increased Reaction Time group had significantly faster reaction times than the control. For delayed transfer, both Decreased and Increased Reaction Time groups reacted significantly faster than the control group. Analyses of error scores in the transfer tests indicated revealed no significant group differences. Results were discussed with regard to the notion of practice variability and goal-setting benefits.

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Section: Discussionmentioning

confidence: 99%

Transfer Effects of Manipulating Temporal Constraints on Learning a Two-Choice Reaction Time Task with Low Stimulus-Response Compatibility

et al. 2012

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“…Virtual administration of the BDT allows for instantaneous data collection based on where a participant moves their mouse and clicks. For example, Rozencwajg and Corroyer’s SAMUEL is a software version of the BDT ( Rozencwajg and Corroyer 2001 ; Rozencwajg et al 2005 ; Rozencwajg and Fenouillet 2012 ). SAMUEL splits a computer screen into three areas.…”

Section: Computerized Versions Of the Block Design Taskmentioning

confidence: 99%

Looking Ahead: Advancing Measurement and Analysis of the Block Design Test Using Technology and Artificial Intelligence

McKee,

Rothschild,

Young

et al. 2024

J. Intell.

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The block design test (BDT) has been used for over a century in research and clinical contexts as a measure of spatial cognition, both as a singular ability and as part of more comprehensive intelligence assessment. Traditionally, the BDT has been scored using methods that do not reflect the full potential of individual differences that could be measured by the test. Recent advancements in technology, including eye-tracking, embedded sensor systems, and artificial intelligence, have provided new opportunities to measure and analyze data from the BDT. In this methodological review, we outline the information that BDT can assess, review several recent advancements in measurement and analytic methods, discuss potential future uses of these methods, and advocate for further research using these methods.

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Relationship between field dependence-independence and the g factor: What can problem-solving strategies tell us?

Remy

Gilles

2014

European Review of Applied Psychology

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Effect of goal setting on the strategies used to solve a block design task

Cited by 6 publications

References 24 publications

Transfer Effects of Manipulating Temporal Constraints on Learning a Two-Choice Reaction Time Task with Low Stimulus-Response Compatibility

Transfer Effects of Manipulating Temporal Constraints on Learning a Two-Choice Reaction Time Task with Low Stimulus-Response Compatibility

Looking Ahead: Advancing Measurement and Analysis of the Block Design Test Using Technology and Artificial Intelligence

Relationship between field dependence-independence and the g factor: What can problem-solving strategies tell us?

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