Effects of Knowledge of Results, Feedback in Relation to Standards, and Goals on Reaction-Time Performance

Abstract

In several recent studies by McCormack and others, the visual reaction times (RTs) of Ss given no of their scores (NoKR) have been compared with those of Ss given dichotomous feedback (KR).1 Feedback was administered by flashing a green light whenever S's RT was faster than a designated standard (e.g. faster than S's immediately previous score) and a red light whenever S's RT was slower than this standard. In these studies, KR Ss showed significantly faster RTs than NoKR Ss. These findings have been interpreted by their authors as demonstrating that knowledge of results enhances reaction-time performance. This interpretation implies that the performance-differences were adequately accounted for by differences in the amount of received by the various experimental groups. The present paper argues that this conclusion is not fully warranted by the actual findings of the studies. An interpretation in terms of differences in amount or specificity of suggests that the dichotomous KR somehow enabled the KR Ss to 'learn' how to perform the task better. But it is difficult to see what epistemic advantage the kind of KR given in these studies could provide. Presumably the typical college student already knows how to press a reaction key when he comes to such an experiment. While specific KR might inform S of the relative effectiveness of various self-induced 'sets' (e.g. motor vs. stimulus), no evidence for this was offered in any of the above articles.