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An examination of the effects of fee...

Hirst, Jason M.

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An examination of the effects of feedback accuracy on academic task acquisition in analogue settings.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	An examination of the effects of feedback accuracy on academic task acquisition in analogue settings./
Author:	Hirst, Jason M.
Description:	129 p.
Notes:	Source: Masters Abstracts International, Volume: 52-01.
Contained By:	Masters Abstracts International52-01(E).
Subject:	Psychology, Behavioral. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1540726
ISBN:	9781303211140

An examination of the effects of feedback accuracy on academic task acquisition in analogue settings.
Hirst, Jason M.

An examination of the effects of feedback accuracy on academic task acquisition in analogue settings. - 129 p.

Source: Masters Abstracts International, Volume: 52-01.

Thesis (M.A.)--University of Kansas, 2013.

Performance feedback is a common procedure used in a variety of settings to change behavior. Although reviews of the literature have identified a number of dimensions of performance feedback that are predictive of effectiveness, little research has examined the influence of inaccurate feedback on behavior. The purpose of the present study was to examine both the short- and long-term effects of inaccurate feedback on the acquisition of match-to-sample tasks. The first study adopted a translational, human operant paradigm to evaluate the effects under highly-controlled conditions. Undergraduate students were presented an arbitrary match-to-sample task on a computer. Feedback accuracy was manipulated in an initial phase followed by a condition where only accurate feedback was provided. The second study extended these findings to a more applied setting and population. The results of both studies demonstrated that exposure to inaccurate feedback resulted in the failure to acquire the tasks. Furthermore, a carryover effect was obtained represented by a delay to acquisition following the improvement of feedback accuracy. The behavioral processes behind the results obtained are interpreted through a synthesis of literatures on performance feedback, fidelity, and instructional control. Implications for educational and organizational settings are suggested.

ISBN: 9781303211140Subjects--Topical Terms:

1017677
Psychology, Behavioral.

An examination of the effects of feedback accuracy on academic task acquisition in analogue settings.
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020 $a 9781303211140
035 $a (MiAaPQ)AAI1540726
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100 1 $a Hirst, Jason M. $3 2098381
245 1 3 $a An examination of the effects of feedback accuracy on academic task acquisition in analogue settings.
300 $a 129 p.
500 $a Source: Masters Abstracts International, Volume: 52-01.
500 $a Adviser: Florence D. DiGennaro Reed.
502 $a Thesis (M.A.)--University of Kansas, 2013.
520 $a Performance feedback is a common procedure used in a variety of settings to change behavior. Although reviews of the literature have identified a number of dimensions of performance feedback that are predictive of effectiveness, little research has examined the influence of inaccurate feedback on behavior. The purpose of the present study was to examine both the short- and long-term effects of inaccurate feedback on the acquisition of match-to-sample tasks. The first study adopted a translational, human operant paradigm to evaluate the effects under highly-controlled conditions. Undergraduate students were presented an arbitrary match-to-sample task on a computer. Feedback accuracy was manipulated in an initial phase followed by a condition where only accurate feedback was provided. The second study extended these findings to a more applied setting and population. The results of both studies demonstrated that exposure to inaccurate feedback resulted in the failure to acquire the tasks. Furthermore, a carryover effect was obtained represented by a delay to acquisition following the improvement of feedback accuracy. The behavioral processes behind the results obtained are interpreted through a synthesis of literatures on performance feedback, fidelity, and instructional control. Implications for educational and organizational settings are suggested.
590 $a School code: 0099.
650 4 $a Psychology, Behavioral. $3 1017677
650 4 $a Education, Evaluation. $3 1669638
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710 2 $a University of Kansas. $b Applied Behavioral Science. $3 1019323
773 0 $t Masters Abstracts International $g 52-01(E).
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792 $a 2013
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1540726