EXPERIMENT 3: KNOWLEDGE OF RESULTS

STATEMENT OF PROBLEM: To investigate the relationship between the knowledge of results

and the performance of the subject in a line drawing task.

INTRODUCTION
Learning
"A change in human disposition or capability that persists over a period of time and is not simply
ascribable to processes of growth." -From The Conditions of Learning by Robert Gagne

"Learning is a process of progressive behavior adaptation"(Skinner )

"Learning is the acquisition of habits, knowledge & attitudes"(Crow & Crow )

Characteristics of Learning
● It's an experience acquisition process.
● It re-establishes the relationship between stimulus and response.
● Learning can be described as the process of acquisition, retention, and modification of
experience.
● It brings a relatively permanent change in the behavior of the individual.
● Learning is concerned with Cognitive, conative, and affective aspects, where the
cognitive aspect refers to the acquisition of knowledge, the conative aspect refers to the
acquisition of new habits and skills, and the affective aspect refers to change in emotions.

Different types of learning

Motor Learning: including learning muscular coordination such as walking, running, and driving.
Verbal Learning: learning to communicate via learning languages, symbols, sounds, figures,
signs, etc.
Concept Learning: involves using the process of abstraction and generalization. It is associated
with higher cognitive processes such as intelligence, thinking, and reasoning.
Discrimination Learning: refers to learning to distinguish between different stimuli and their
appropriate responses.
Learning of Principles: type of learning that is based on principles that help in managing the
work most effectively. These principles based on learning explain the relationship between
various concepts.
Attitude Learning: talks about attitudinal disposition, how we should behave in certain settings,
and what attitude we need to adopt about it.
Four Major Types of Associative Learning
1) Learning through association - Classical Conditioning (Pavlov..)
This association refers to the relationship between stimulus and response. Where a neutral
stimulus is paired with an unconditioned stimulus repetitively to produce a conditioned response.
For example we get conditioned to feel hungry while watching tv if we repetitively eat lunch or
dinner while watching tv.
2) Learning through consequences – Operant Conditioning ( Skinner…)
According to this theory, we can strengthen the desirable behavior through reinforcement and
reduce or curb the behavior through punishment.
Example for positive reinforcement: Providing bonuses to employees who work well.
Example of negative reinforcement: alarm systems in BMW cars that beep until one puts the seat
belt on. Hence one is likely to put on the seat belt first to avoid the alarm beep.
Example of Positive Punishment: scolding a child for not submitting an assignment on time.
Example for Negative Punishment: not accepting delayed assignment submission.
3) Learning through observation – Modeling/Observational Learning: learning happens through
observation. This is usually seen in children as they observe the way their parents/elders talk to
them and to each other.
4) Imprinting
Imprinting learning refers to the type of learning that is sexual, genetic, limbic, genomic etc. It
literally means, marking something or someone.
According to Konrad Lorenz (1936), the imprinting principle of attachment between a newly
born organism and its caretaker. This instinctive concept on how attachments are developed,
Lorenz explained this concept via a study on geese eggs hatching, where this geese often would
follow Lorenz since he was first present during their hatching of an egg.

Factors affecting Learning (Age, intelligence, learning, motivation, length of material, practice,
etc)
► Objective determinants:
1. Method of learning: effective methods such as recall, quiz, practical application of
knowledge, how the person is being taught, and techniques one uses to learn and
memorize concepts affect their learning. An effective technique can help the
learner learn faster.

► Subjective determinants
Age
 Intelligence
Motivation

What is feedback?
Feedback refers to providing a helpful response to someone when they show their work or idea.
► Delayed feedback: refers to when there is a time period between action executed and
providing feedback.
► Decreased feedback: when feedback given is not sufficient for the individual to
understand his mistake/ or where the improvement are needed does not help him to
work on it.
Principles of Feedback
1. Timing Is Everything: The most effective feedback is given as soon as possible after the
behaviour occurs. Immediacy aids in reinforcing positive behaviour and increasing the likelihood
of it occurring again. At the very least, corrective input should be given before the scenario arises
again.

2. Seeking Self-Feedback: Involving the person in the feedback process by asking for
self-assessment. It encourages an open environment and discourse in which input is expected.
Allowing the person to express ideas before delivering your own assessment is significantly
more beneficial because the person is almost always aware of his or her own strengths and faults.
By seeking self-evaluation, a person is more likely to accept responsibility for his or her actions.

3. Focus on a specific correct or incorrect behaviour: When you focus on a specific correct or
incorrect behaviour, you remove the feedback from the sphere of personality differences, and the
other person will be more willing and able to change.

4. Concentrate on What Matters: Identify one or two critical areas and assist the person in
addressing them one by one. Examining and changing multiple areas of behaviour at the same
time is too difficult. To avoid overwhelming the other person with too many topics to consider,
limit your input to one or two key concerns.

5. Give More Praise: Positive reinforcement is one of the most powerful forces for change.
Unfortunately, many individuals are only interested in what goes wrong! Remember to
emphasise remedial behaviours first while giving corrective criticism. This is just as crucial as
pointing out errors and areas where you can improve. And make sure you end on a positive note.
6. Recognize The Expected: People should be praised when they behave as expected. Too many
people, though, take the required level for granted. Remember that recognising someone who
meets established standards is just as vital as praising someone who excels.

7. Encourage Change: Collaborate to determine the desired change and how to make it happen.
Decide when the modifications will be implemented concurrently.

Feedback as reinforcement
► Positive reinforcement: Positive reinforcement works by providing a
motivating/reinforcing stimulus to the person once the desired behaviour is
demonstrated, increasing the likelihood of the behaviour being repeated in the future.
► Negative reinforcement: When a specific stimulus (typically an aversive stimulus) is
removed after a certain behaviour is displayed, negative reinforcement occurs.
Because the negative consequence has been removed or avoided, the likelihood of
the particular conduct occurring again in the future has increased.
► Quantitative feedback: Bigger Sample size is used in Qualitative feedback.
► Qualitative feedback: People's opinions and experiences are used to create
qualitative feedback. It is due to the group's lesser sample size.

HYPOTHESIS
As KOR becomes more specific, performance improves accordingly.

VARIABLES

IV: Feedback Given

DV: Performance of the subject in line drawing task

MATERIALS

4 sheets of paper with 10 cm line drawn on it

4 blank sheets of paper
Stationary
A 30 cm long scale
Wooden screen
PLAN OF THE EXPERIMENT

Phase I (10 Trials) II (10 trials) III (10 trials) IV (10 trials)

10

PROCEDURE /INSTRUCTIONS

The experimenter arranged the material carefully and called the subject inside the cubicle. After
establishing the rapport, the following instructions were given,
“Today, I am going to conduct a simple and interesting experiment. You can see this 10
cm long line. You have to draw lines of the same lengths but you will be blindfolded throughout
the experiment.
I will put your hand on the starting point. Your task is to draw a straight and continuous
line without lifting your hand. You cannot retrace the drawn line. You have to perform this task
without lifting your elbow from the table. You are not allowed to touch the table, scale, paper, or
use any other external cue.

There are four parts to this experiment. In the first part, no feedback will be provided. You need
to draw 10 lines. In the second part, I shall tell you whether your line is right or wrong. In the
third part, I will tell you whether your line is longer or shorter. In the fourth part, I will tell you
the exact measurement of the line you have drawn. Ready? Go.”
The subject was blindfolded and the experiment was conducted as per the plan. The
length of the line drawn was measured after each trial and recorded carefully. After completion
of the forth part, the subject’s blindfolds were removed. Introspective report was taken and the
subject was allowed to leave the room.

INTROSPECTIVE REPORT
The participant found the 4th part easier because he was receiving the exact length of the line in
feedback.
 RESULT TABLE
Demographic Information:
Age 43
Gender: Male
Occupation: PWD
Marital status: Married
Hobies: Carpentry, creating utility furniture, fishing

Result Table:
Table 1: Scores
Sr. Part 1 Part 2 Part 3 Part 4
No feedback Right/wrong Long/short Exact
measurement
Trials Reading Reading Reading
1. 9.5 13.4 10 11.5
2. 8.6 10.3 10.8 9.8
3. 9.7 10.4 10.6 10.1
4. 10.3 9.5 9.9 10.1
5. 10.3 10.6 11.3 10.2
6. 11.5 10.1 10.1 11
7. 12 11.5 9.8 9.7
8. 11.3 10.9 10.5 10.4
9. 13.2 12 9.9 9.7
10. 11.5 10 9.9 10
Total 107.9 108.7 102.8 102.5
PSE 10.79 10.87 10.28 10.25
Total/trials

Table 2. Treatment of results

PART 1 PART 2 PART 3 PART 4
PSE 10.79 10.87 10.28 10.25
CE 0.79 0.87 0.28 0.25
Table 3: Graph
DISCUSSION
The purpose of this experiment was To investigate the relationship between the knowledge of
results and the performance of these subject in a line drawing task.
"A change in human disposition or capability that persists over a period of time and is not simply
ascribable to processes of growth." -From The Conditions of Learning by Robert Gagne

"Learning is a process of progressive behavior adaptation"(Skinner )

"Learning is the acquisition of habits, knowledge & attitudes"(Crow & Crow )

The experimenter arranged the material carefully and called the subject inside the cubicle. The
subject was blindfolded and the experiment was conducted as per the plan. The length of the line
drawn was measured after each trial and recorded carefully. After completion of the forth part,
the subject's blindfolds were removed and the subject was allowed to leave the room and the
results were analysed.
In the 1st part, where no feedback was provided, the subject has a highest PSE of 10.79 and CE
of 0.79.
In the 2nd part, where the subject was informed whether the line length is right or wrong after
each line drawing, the subject has a PSE of 10.87 and CE of 0.87.
In the 3rd part, where the subject was informed whether the line is long or short, the subject has
a PSE of 10.28 and CE of 0.28.
In the 4th part, where the subject was informed the exact length of the line, the subject has a
lowest PSE of 10.25 and CE of 0.25.
Since in the 4th PART, The accuracy of the length of the line has increased due to clarity in
feedback provided by the experimenter then compared to other conditions of the experiment the
hypothesis is accepted.
In the 1st part the subject was drawing the lines on the basis of 10cm line length provided hence
he already had an idea of the length. But in the 2nd part where the subject was only told whether
the line drawn by him was right or wrong may have disturbed his perception of the 10 cm length
initially provided to him hence would have led to increased PSE in the 2nd part.
Eventually as the feedback provided was getting more specific in the 3rd and 4th part, the PSE
and CE decreased and performance increased. Hence we can say that our hypothesis that As
KOR becomes more specific, performance improves accordingly is accepted.
With the conduction of this experiment the purpose of this experiment is fulfilled.
CONCLUSION
Since the subject has a lowest PSE of 10.25 and CE of 0.25. Our hypothesis that "As KOR
becomes more specific, performance improves" is accepted and the purpose of this experiment is
successful.

Reference:

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