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Abstract

60 male Ss were randomly placed in one of four groups and learned a range-estimation task. One group learned this task by strictly trial-and-error methods using performance feedback. Group Trial-and-error-verbalization learned by trial-and-error methods but were required to verbalize their perception of target size. Group Cue were given a strong prompt on training trials and no feedback. Group Cue-verbalization were given the prompt and required to verbalize their perception of target size. Verbalization caused a significant decrement in performance on transfer of the learned skill (p < .01). The Trial-and-error group's performance was significantly better than that of other groups (p < .001). The decrement in performance caused by prompting and verbalization of this perceprual skill was discussed.

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Differential Effects of Verbal Mediation on Learning and Transfer of a Complex Perceptual Skill

Abstract

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References