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Knowledge of results is a term in the psychology of learning. [1] [2]: 619 A psychology dictionary defines it as feedback of information: "(a) to a subject about the correctness of [their] responses; (b) a student about success or failure in mastering material, or (c) a client in psychotherapy about progress".
Some researchers include a metacognitive component in their definition. In this view, the Dunning–Kruger effect is the thesis that those who are incompetent in a given area tend to be ignorant of their incompetence, i.e., they lack the metacognitive ability to become aware of their incompetence.
The results of Hart's study indicate that FOK is indeed a relatively accurate indicator of what is in memory. [ 6 ] In a 1970 review of memory research, Tulving and Madigan concluded that advances in the study of memory might require the experimental investigation of “one of the truly unique characteristics of human memory: its knowledge of ...
In more recent research with contributions from Hal Pashler, Henry Roediger and many others, testing knowledge can produce better learning, [17] [18] [19] transfer, [20] and retrieval [21] results when compared to other forms of study [18] that often use recognition [22] like re-reading [23] or highlighting.
A classroom in Norway. Learning theory describes how students receive, process, and retain knowledge during learning.Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a worldview, is acquired or changed and knowledge and skills retained.
In psychology, the four stages of competence, or the "conscious competence" learning model, relates to the psychological states involved in the process of progressing from incompetence to competence in a skill. People may have several skills, some unrelated to each other, and each skill will typically be at one of the stages at a given time.
Several studies have manipulated the presentation features of feedback information (e.g., frequency, delay, interpolated activities, and precision) in order to determine the optimal conditions for learning. See Figure 4, Figure 6, and summary Table 1 [8] for a detailed explanation of feedback manipulation and knowledge of results (see below).
In psychology, the term "cognition" is usually used within an information processing view of an individual's psychological functions, [17] and such is the same in cognitive engineering. [18] In the study of social cognition, a branch of social psychology, the term is used to explain attitudes, attribution, and group dynamics. [17]