Difference between revisions of "Understanding encoding inhibition, retrieval inhibition and destructive interference effects of errors during practice"
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! Number of participants | ! Number of participants | ||
| − | | | + | | 80 (71 complete data) |
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! Total Participant Hours | ! Total Participant Hours | ||
| − | | | + | | 100 |
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! Datashop? | ! Datashop? | ||
| − | | | + | | No |
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=== Abstract === | === Abstract === | ||
| − | + | The hypothesis is that errors during learning reduce performance through causing some sort of interference effect. Essentially the question is if you get item A wrong at time t, does that effect the chance of getting B wrong at time t+1. If such effects occur then the model of practice used for [[optimized scheduling]] will need to be revised to be more accurate. Such an improvement in accuracy should then translate to increased gains for students that have practice controlled by the model. | |
=== Glossary === | === Glossary === | ||
| Line 45: | Line 45: | ||
=== Findings === | === Findings === | ||
| + | Results contradict the hypotheses. There were no specific effects of errors. This indicates that any effect of errors on reducing performance is more likely to be a non-specific effect, perhaps related to subejct motivation. | ||
| + | |||
| + | However, this experiment also manipualted the intertrial interval between drill trials and set it at either 0ms, 400ms, or 1200ms. This comparison was significant with average performance 61.0%, 62.6%, 64.6%. The result was significant despite the small effect size because of the extremely high within-subject power of this test. Unfortunately, it seems that this difference has a little practical significance because an extra 1.2 seconds per trial is unlikely to be worth a 3.6% increase in performance. | ||
=== Explanation === | === Explanation === | ||
Latest revision as of 16:45, 3 December 2007
| PIs | Pavlik, Koedinger |
|---|---|
| Faculty | Koedinger |
| Postdocs | Pavlik |
| Others with > 160 hours | n/a |
| Learnlab | None (stimuli from Chinese learnlab) |
| Number of participants | 80 (71 complete data) |
| Total Participant Hours | 100 |
| Datashop? | No |
Contents
Abstract
The hypothesis is that errors during learning reduce performance through causing some sort of interference effect. Essentially the question is if you get item A wrong at time t, does that effect the chance of getting B wrong at time t+1. If such effects occur then the model of practice used for optimized scheduling will need to be revised to be more accurate. Such an improvement in accuracy should then translate to increased gains for students that have practice controlled by the model.
Glossary
Research question
Background and significance
Dependent variables
Independent variables
Hypothesis
Findings
Results contradict the hypotheses. There were no specific effects of errors. This indicates that any effect of errors on reducing performance is more likely to be a non-specific effect, perhaps related to subejct motivation.
However, this experiment also manipualted the intertrial interval between drill trials and set it at either 0ms, 400ms, or 1200ms. This comparison was significant with average performance 61.0%, 62.6%, 64.6%. The result was significant despite the small effect size because of the extremely high within-subject power of this test. Unfortunately, it seems that this difference has a little practical significance because an extra 1.2 seconds per trial is unlikely to be worth a 3.6% increase in performance.
Explanation
Descendants
Optimizing the practice schedule
Annotated bibliography
Forthcoming
