Sparrow W A, Summers J J
Faculty of Special Education and Disability Studies, Victoria College, Burwood, Victoria, 3125, Australia.
J Mot Behav. 1992 Jun;24(2):197-209. doi: 10.1080/00222895.1992.9941615.
Following Salmoni, Schmidt, & Walter's (1984) discussion of knowledge of results (KR) as a variable influencing learning, the effect of varying relative frequency of KR while holding absolute number of trials constant was examined. In two experiments, the same treatment groups were compared in acquisition, retention (after 2 min and 24 hr), and on their pattern of responses on the sequence of no-KR trials following a KR trial. In Experiment 1, differences between groups in acquisition were consistent with the number of KR trials received, and there were no differences between groups in either of the retention conditions. Experiment 2 replicated Experiment 1 with a more difficult task. There were no between-group differences in acquisition. In Retention 1, the 100% and 33% relative frequency groups outperformed the less frequent KR groups, whereas in Retention 2, this trend was reversed. The findings from Experiment 2 provide qualified support for the hypothesis that reduced relative frequency of KR in acquisition facilitates performance in retention. The pattern of responses on the sequence of no-KR trials following a KR trial were consistent with Adams' (1971) perceptual-trace decay hypothesis.
继萨尔莫尼、施密特和沃尔特（1984年）将结果知识（KR）作为影响学习的一个变量进行讨论之后，本研究考察了在试验绝对次数保持不变的情况下，改变KR相对频率所产生的影响。在两项实验中，对相同的治疗组在习得、保持（2分钟和24小时后）以及在KR试验后的无KR试验序列中的反应模式方面进行了比较。在实验1中，各治疗组在习得方面的差异与接受的KR试验次数一致，并且在两种保持条件下各治疗组之间均无差异。实验2用更具难度的任务重复了实验1。在习得方面各治疗组之间没有差异。在保持1中，100%和33%相对频率组的表现优于KR频率较低的组，而在保持2中，这一趋势发生了逆转。实验2的结果为以下假设提供了有限的支持，即在习得中降低KR的相对频率有助于在保持中的表现。KR试验后的无KR试验序列中的反应模式与亚当斯（1971年）的知觉痕迹衰退假设一致。
