Abstract
This study investigated whether knowledge of results (KR) in the form of auditory and visual feedback was beneficial for typically developing children when learning the new task of telling time. It was hypothesized that performance would be enhanced during the phases associated with KR. Four typically developing 7- and 8-year-old children participated in this ABAB single-subject experimental design, where no KR was administered during the A phases and KR was administered during the B phases. Wilcoxon signed rank test (e.g., p < .05) and slope analyses revealed that 3 of the 4 participants significantly improved their performance during the KR phases. Therefore, KR appears to be an effective tool when teaching the skill of telling time to a normally developing child. More research is needed to establish the external validity of this learning technique and needs to be extended to children with special needs.
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