Effect of immediate vs delayed knowledge of results on subsequent performance in verbal learning

ABSTRACT

The aim of the present research was to study the effect of immediate vs. delayed knowledge of results on subsequent performance in verbal learning. A homogenous sample of 26 male and 26 female students was selected on the basis of their performance on Otis Quick Scoring Mental Ability Test, with their IQs ranging between 90-100. The test material consisted of a series of simple four digit mathematical [addition] problems used under two treatment conditions, i.e., "Immediate" and "Delayed" knowledge of results. T test was applied to test the significance of difference between the means of two groups. Hypothesis was duly supported, i.e., immediate knowledge of results tended to favour the subsequent performance of all subjects, with no significant difference between the performance of males and females taken separately