The motivational effects of knowledge of results.

Locke, Edwin A.; Cartledge, Norman; Knerr, Claramae S.; Bryan, Judith F.

doi:10.1037/e413712004-001

Cited by 4 publications

(4 citation statements)

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“…In research carried out by Del Rey and Liu in 1990, aimed specifically at testing whether knowledge of results is redundant, the conclusion was also reached that knowledge of results is of use throughout learning, even though subjects can observe for themselves the results of their performance. It should not be forgotten that this information may have an energizing or motivational effect (~o c k e , Cartledge, & Koeppel, 1968;Newell, 1976;Schmidt, 1988;Mag1U, 1986, as this could be, according to Magill (1993b), a form of learning that falls in the category for which knowledge of results is not essential but may assist in acquiring the skill more quickly.…”

Section: Discussionmentioning

confidence: 99%

Learning Volleyball Serves: A Preliminary Study of the Effects of Knowledge of Performance and of Results

Zubiaur¹,

Oña

Delgado

1999

Percept Mot Skills

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Recently, doubts have begun to surface about the emphasis that for years has been given to the variable knowledge of results in motor learning, and a view has been expressed that information on how an action has been made (knowledge of performance) may be of more use. This study compared the two types of information in learning a volleyball serve by eight subjects, who were given the two kinds of feedback at various points in the process. Analysis seems to show that knowledge of performance tends to be more effective for learning and that there may be interference across information if knowledge of results is provided after knowledge of performance.

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Section: Discussionmentioning

confidence: 99%

Learning Volleyball Serves: A Preliminary Study of the Effects of Knowledge of Performance and of Results

Zubiaur¹,

Oña

Delgado

1999

Percept Mot Skills

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“…All studies were excluded if an effect size could not be calculated (Chhokar & Wallin, 1984;Dey & Kaur, 1965;Komaki, Bat-wick, & Scott, 1978;Komaki, Collins, & Penn, 1982;Reber & Wallin, 1984;Stedry & Kay, 1966;Weed & Mitchell, 1980). The following studies were excluded from the goal difficulty analysis because they contained an experimental artifact in the easy goal condition which involved instructing subjects to stop working when the easy goal was reached (Locke, 1967a;Locke, Frederick, Buckner, & Bobko, 1984;Locke, Mento, & Katcher, 1978). This instruction may serve to artifactually inflate the goal difflculty-performance relationship as noted by Bavelas and Lee (1978).…”

Section: Journal Organizationalmentioning

confidence: 99%

A meta-analytic study of the effects of goal setting on task performance: 1966–1984

Mento

Steel

Karren

1987

Organizational Behavior and Human Decision Processes

501

241

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A meta-analytic study was conducted involving primarily published research from 1%6 to 1984 and focusing on the relationship between goal-setting variables and task performance. Two major sets of studies were analyzed, those contrasting hard goals (goal difficulty) versus easy goals, and those comparing specific hard goals (goal specificity/difftculty) versus general goals, "do best" instructions, or no goal. As expected, strong support was obtained for the goal difficulty and goal specificity/difficulty components of E. A. Locke's (1968a, Organizational Behavior and Human Performance, 3, 157-189) theory. A two-stage approach was employed to identify potential moderators of the goal difficulty and goal specificity/difficulty-performance relationships. Setting (laboratory versus field) was identified as a moderator of the relationship between goal specificity/difftculty and task performance. Two supplemental meta-analyses yielded support for the efficacy of combining specific hard goals with feedback versus specific hard goals without feedback and for participatively set goals versus assigned goal setting (when goal level is held constant), although this latter finding was interpreted as inconclusive based on the limited studies available. Implications for future research are addressed.

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“…Given the potential negative effects of feedback, it might appear that feedback in cognitive training systems should be avoided. However, feedback also serves a motivational role by offering psychological encouragement during the skill acquisition period (Arps, 1920;Crawley, 1926;Diserens & Vaughn, 1931;Elwell & Orindley, 1938;Locke, 1966;Locke & Bryan, 1969;Smode, 1958). Grouzet, Vallerand, Thill, and Provencher (2004), using a hidden-figure puzzle experimental task, showed that positive feedback predicted enhanced perceptions of competence and autonomy.…”

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confidence: 99%

The Effect of Computerized System Feedback Availability During Executive Function Training

Yuviler-Gavish

Krisher

2016

Journal of Educational Computing Research

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Computerized training systems offer a promising new direction in the training of executive functions, in part because they can easily be designed to offer feedback to learners. Yet, feedback is a double-edged sword, serving a positive motivational role while at the same time carrying the risk that learners may become dependent on the feedback they receive. The current research suggests that computerized training systems may take advantage of the motivational effects of feedback without the unwanted risk by making feedback available while not requiring trainees to access it. Specifically, we hypothesized that the mere availability of feedback would improve performance even if trainees never or almost never made use of it. We tested this hypothesis using a simple puzzle completion task, putting the focus on executive functions by instructing participants to complete each puzzle with a minimal number of rotations and moves. Two training sessions in which the availability of feedback was manipulated were followed by a transfer test and a visual perception test. The results show that the availability of feedback improved performance, in terms of the smaller number of excess rotations and moves performed during both the training sessions and the transfer task.

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The motivational effects of knowledge of results.

Cited by 4 publications

References 0 publications

Learning Volleyball Serves: A Preliminary Study of the Effects of Knowledge of Performance and of Results

Learning Volleyball Serves: A Preliminary Study of the Effects of Knowledge of Performance and of Results

A meta-analytic study of the effects of goal setting on task performance: 1966–1984

The Effect of Computerized System Feedback Availability During Executive Function Training

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