Abstract
The role of knowledge of results (KR) in a schematic concept formation task was clarified by manipulating the specificity of information provided during feedback. Ss learned to discriminate between pairs of random forms from two schema families. Verbal correction was compared with a functional KR procedure in which the schema prototypes were superimposed over test stimuli. In no case did verbal correction improve learning in comparison with functional KR. Differences in acquisition persisted in a retention test.
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Smallwood, R.A., Arnoult, M.D. A comparison of simple correction and functional feedback in schema learning. Perception & Psychophysics 15, 581–585 (1974). https://doi.org/10.3758/BF03199305
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DOI: https://doi.org/10.3758/BF03199305