McRae Matthew, Patterson Jae Todd, Hansen Steve
a Department of Kinesiology, Brock University , St Catharines , Ontario , Canada.
J Mot Behav. 2015;47(6):527-34. doi: 10.1080/00222895.2015.1020357. Epub 2015 Apr 20.
In many practical situations, learners are provided with feedback in the form of knowledge of results (KR) by a peer. However, when peers provide KR is currently unknown. When given the opportunity to request KR in a self-controlled manner, some participants have reported a preference for requesting KR after good performances. Alternatively, peers may provide KR in a different fashion. Subsequently, a discrepancy between the learner's desire to receive KR and when a peer provides KR may arise. In our study, peer- and self-controlled KR schedules were compared. Participants were peers who controlled KR (PC; 8), learners with peers (P-L; 8), or learners with self-control (SC; 8). Participants in the two learning groups (P-L and SC groups) completed a serial-timing task with a goal time of 2500 ms. Absolute error data on KR and no-KR trials along with self-reports indicate that participants with self-control preferred KR after good trials and peers preferred to provide KR after both good and bad trials equally. Results from the delayed retention test indicated that peer-controlled learners were more consistent (i.e., in terms of variable error) than the self-control group.
在许多实际情况中，学习者会从同伴那里获得结果知识（KR）形式的反馈。然而，目前尚不清楚同伴何时提供KR。当有机会以自我控制的方式请求KR时，一些参与者表示倾向于在表现良好后请求KR。或者，同伴可能会以不同的方式提供KR。随后，学习者对接收KR的渴望与同伴提供KR的时间之间可能会出现差异。在我们的研究中，对同伴控制和自我控制的KR时间表进行了比较。参与者分为控制KR的同伴（PC；8人）、有同伴的学习者（P-L；8人）或有自我控制能力的学习者（SC；8人）。两个学习组（P-L组和SC组）的参与者完成了一项序列计时任务，目标时间为2500毫秒。关于KR和无KR试验的绝对误差数据以及自我报告表明，有自我控制能力的参与者在良好试验后更喜欢KR，而同伴则同样倾向于在良好和不良试验后都提供KR。延迟保留测试的结果表明，同伴控制的学习者比自我控制组更一致（即，在可变误差方面）。
