Abstract
Summary. 184 college students were taught to decipher coded sentences. Two variables were studied: (a) Rule: given or not given before the learner responded; (b) Knowledge of correct response (KCR); given or not given. A 2 × 2 linear hypothesis design was used to analyze the four main experimental groups. As hypothesized, KCR increased learning, retention, and transfer only when the rule was given. It was concluded that KCR can be beneficial when it is not redundant. Subjects who received rules or KCR rated the learning test as more enjoyable than subjects who received both rules and KCR or neither rules nor KCR.
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