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Immediate identification and correction of error in a complex psychomotor task - typewriting Rankine, Frederick Charles

Abstract

This study was an attempt to illustrate the relationship between augmented feedback with and without an opportunity for remedial practice and the learning and performance of students from a beginning skill subject—typewriting. Augmented feedback supplied additional information which was removed later without loss of efficiency. The original statistical design took account of only the final two observations and although these results failed to achieve a statistically significant difference, the results were in the anticipated direction and sufficient to reach the 85% level of confidence. A revised statistical design which made fuller use of the available data and was more realistic in acknowledging the essentially ordinal nature of typewriting scores permitted rejection of the null hypothesis (p < .01). The hypothesis postulated for this study was accepted. It states: Novice typists supplied with immediate knowledge of error and remedial practice will experience greater gains in learning and performance than an equivalent control group which does not receive immediate knowledge of error and remedial practice. A partial treatment was incorporated into this design to ascertain if only knowledge of error would be as effective as knowledge of error and remedial practice. There is a strong indication that the knowledge plus practice group was superior to the knowledge only group; the results however are inconclusive (p < .10).

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