Date of Award
2019
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Psychology
Abstract
This study examined how feedback facilitated the learning of temporal positions. For this study, the implementation of feedback and temporal structures were manipulated. Subjects were either given or not given feedback and subjects were assigned to learn temporal positions either of Deterministic temporal structure or of Probabilistic temporal structure. The target stimulus appeared only at two temporal positions in the deterministic temporal structure. The target stimulus appeared 25% of the time equally in two temporal positions and 50% of the time in the rest of the temporal positions with the exception of first and last temporal positions in the probabilistic temporal structure. Two hypotheses were proposed for this study. The first hypothesis proposed that feedback facilitated learning of the temporal positions through explicit learning. The second hypothesis proposed that feedback facilitated learning of the temporal positions without explicit learning and by directly influencing implicit learning. The results of this study revealed a significant correlation between explicit learning and transfer score when feedback was implemented and the target stimulus was deterministic. In addition, a significant correlation between explicit learning and target identification accuracy of first block of transfer was revealed when feedback was not implemented and the target stimulus was probabilistic. These results suggest that feedback influences temporal learning by facilitating explicit learning.
Recommended Citation
Zhang, Zhuoran, "The Role Of Feedback In Temporal Learning" (2019). All-Inclusive List of Electronic Theses and Dissertations. 1789.
https://scholars.indianastate.edu/etds/1789