Description accuracy, feedback and knowledge about postcontact description purpose on performance, elaboration and description transmission
Two experiments assessed the effects of specifying the post-contact description purpose, pre-contact description specificity, and feedback frequency on instrumental performance, post-contact elaboration and description’s transmission. In Experiment 1, 30 undergraduate students were randomly assigned...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2011 |
| País: | México |
| Institución: | UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO |
| Repositorio: | Acta Comportamentalia |
| Idioma: | español |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/27992 |
| Acceso en línea: | https://www.revistas.unam.mx/index.php/acom/article/view/27992 |
| Access Level: | acceso abierto |
| Palabra clave: | instruction rule pre-contact description post-contact description matching-to-sample undergraduate students Instrucción regla descripciones precontacto descripciones poscontacto igualación de la muestra estudiantes universitarios |
| Sumario: | Two experiments assessed the effects of specifying the post-contact description purpose, pre-contact description specificity, and feedback frequency on instrumental performance, post-contact elaboration and description’s transmission. In Experiment 1, 30 undergraduate students were randomly assigned to one of six experimental groups in order to perform a matching-to-sample task. Results showed that pre-contact specificity and feedback frequency had differential effects both on performance and on the specificity and pertinence of the elaborated post-contact descriptions, and in the correspondence between performance and descriptions. Experiment 2 investigated the use of descriptions elaborated by participants in a previous experiment when used as instructions for 30 new undergraduate students. Performance levels varied around 12 correct responses, although the group with continuous feedback, yoked with a participant that received specific pre-contact descriptions, showed the best performance in the second phase. Results are discussed in terms of how can be affected both the acquisition of instructional functions by a pre-contact description and the post-contact descriptions, and the acquisition of a rule function. |
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