1964
DOI: 10.2466/pms.1964.18.1.275
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Retention of a Skill following Training with and without Instructions to Retain

Abstract: Sitmnzary.-The effect of knowing the eventuality of retention trials has been tested with three dicferent conditions and 56 female Ss. Ss who are told before training that they yill be tested without KR do better than Ss who are either told afrer training or not told at all. These results cast considerable doubt on the conclusions drawn from previous snidies that d o not mention explicirly what instructions, if any, were given regarding retention. The results of other studies done on KR variables are also disc… Show more

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Cited by 7 publications
(4 citation statements)
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“…Additional experiments by Lavery (1962Lavery ( , 1964b manipulated instructions, in effect warning subjects before they began the acquisition phase that a transfer test would be given. As before, acquisition performance was depressed for the "Summary" condition relative to "Immediate" (the "Both" condition was not used).…”
Section: Trials-delay Effects On Learningmentioning
confidence: 99%
See 1 more Smart Citation
“…Additional experiments by Lavery (1962Lavery ( , 1964b manipulated instructions, in effect warning subjects before they began the acquisition phase that a transfer test would be given. As before, acquisition performance was depressed for the "Summary" condition relative to "Immediate" (the "Both" condition was not used).…”
Section: Trials-delay Effects On Learningmentioning
confidence: 99%
“…Some of the studies previously discussed included no-KR transfer tests, and they permit an evaluation of the effects on learning. Smith (1963) and Lavery (1962) used a summary trials-delay procedure, and Lavery (1964b), Lavery and Suddon (1962), and Suddon and Lavery (1962) used the trials-delay technique. Whereas the trials-delay technique depressed performance in acquisition, it enhanced performance in transfer.…”
Section: Trials-delay Effects On Learningmentioning
confidence: 99%
“…Blick and Bilodeau ( 1963) reported no differences in absolute error in recall of an arc-drawing response due to the interpolation of responses of various magnitudes and directions. However since verbal knowledge of results ( KR) was given, the effect of motor activities is somewhat obscured and is not necessarily comparable to a situation where no KR is given (Lavery, 1964). Boswell and Bilodeau ( 1964) found retrieving a pencil from the floor, as an interpolated activity, produced a decrease in correlation between a blind positioning response and its reproduction, whereas zeroing the lever did not.…”
mentioning
confidence: 92%
“…These include the (a) *ength cf time passing between a response and receipt of KR, i.e., KR-delay, (b) amount of time passing between KR and the next response, i.e., post-KR delay (see Figure 8 for the relationship between KR-Delay and post-KR-Delay intervals), (c) precision of KR, (d) frequency of KR, and (e) when KR is withdrawn during training. Slower learning occurs only when KR is delayed beyond perfomance of the next trial or response (Becker, Mussina, & Per.ons, 1963;Lavery, 1964;Lorge & Thorndike, 1935;Shea A Upton, 1976).…”
mentioning
confidence: 99%