Abstract
The purpose of this study was to determine the effects of varying degrees of feedback on the number of correct guesses (hits) subjects-make in response to a computerized ESP test. 24 subjects from undergraduate psychology courses volunteered to participate. Random assignment of subjects was made to one of four feedback conditions as follows: (1) total feedback, (2) correct feedback, (3) incorrect feedback, (4) no feedback. A computer program was written to permit two computer terminals (CRTs) to interact in such a way that one terminal served as the “target presenter” and the second terminal served to permit a subject to guess the identity of the target on the first terminal. The computer program provided one of the four levels of immediate feedback to the subjects. An analysis of variance between the mean correct (hit) scores for each feedback group was significant. A Scheffé pairwise-comparison test showed that the largest difference between means was between the correct feedback versus the incorrect feedback groups. Theoretical interpretations and comparisons are offered in the light of principles of learning versus characteristics of psi.
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