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.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
