EFFECTS OF VERBAL AND VISUAL FEEDBACK ON ANTICIPATION TIMING

Date

2013-01-01

Author

Kirazcı, Sadettin

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

205
views

0
downloads

My purpose in this study was to examine the effect of verbal and visual feedback on an anticipation-timing task during a series of acquisition and retention trials. Participants were 48 high school students who were randomly assigned to visual-visual, visual-verbal, verbal-visual, and verbal-verbal conditions. I used a Bassin Anticipation Timer to measure coincidence-anticipation timing. Absolute error and variable error were calculated for 4 blocks of 10 trials in the acquisition phases, and 2 blocks of 10 trials in the retention phase to analyze the students' performances by repeated measures using ANOVA. The results indicated that there was no statistically significant difference among the groups in their performance of the task. Thus, it appears that, for facilitating anticipation timing, whether the feedback is visual or verbal may make no difference to learning or acquiring this skill.

Subject Keywords

Retention, Bassin anticipation timer, Visual feedback, Verbal feedback, Anticipation timing

URI

https://hdl.handle.net/11511/41096

Journal

SOCIAL BEHAVIOR AND PERSONALITY

DOI

https://doi.org/10.2224/sbp.2013.41.7.1133

Collections

Department of Physical Education and Sports, Article

Suggestions

OpenMETU
Core

A comparison of written feedback and written plus verbal feedback methods in performance management Erdemli, Cigdem; Somer, H. Canan; Bilgiç, Reyhan (2007-01-01) The purpose of this study was to examine the effects of two different modes of feedback on the reactions of supervisors (raters) and subordinates (ratees) and also on the performance of the subordinates. Using a quasi-experimental design, 77 supervisors giving feedback and 71 subordinates receiving feedback participated in the study. Supervisors were assigned to either Written Plus Verbal Feedback Condition or Verbal Feedback Condition. After receiving a general performance appraisal training and a feedback...
Effects of Combined Peer-Teacher Feedback on Second Language Writing Development Demirel, Elif; Enginarlar, Hüsnü (2016-10-01) This study attempts to test the effectiveness of a feedback model which combines teacher and peer feedback systematically on improving students' writing ability in the context of a multiple draft writing course. 57 Turkish EFL students participated in the study which lasted for a 15-week semester. The experimental and control groups were provided different feedback treatments and then statistically compared in terms of the revisions they made in their essay drafts and their writing improvement. A total of 1...
Transfer of Learning on a Spatial Memory Task between the Blind and Sighted People AKPINAR, SELÇUK; Popovic, Stevo; Kirazcı, Sadettin (2012-12-01) The purpose of this study was to analyze the effect of two different types of feedback on a spatial memory task between the blind and blindfolded-sighted participants. Participants tried to estimate the predetermined distance by using their dominant hands. Both blind and blindfolded-sighted groups were randomly divided into two feedback subgroups as "100% frequency" and "10% bandwidth". The score of the participants was given verbally to the participants as knowledge of results (KR). The target distance was...
Eş zamanlı gerçekleştirilen bilişsel ve motor görevin postür kontrolü üzerine etkisi Babajimopoulos, Zeren; Yılmaz, Uğur; Arpınar Avşar, Pınar; Kirazcı, Sadettin (2018-11-03) Amaç:Bu çalışmanın amacı farklı zorlukta postural motor görev sırasında eş zamanlı olarak gerçekleştirilen bilişsel görevin postür kontrolü üzerine etkisinin incelenmesidir. Yöntem:19 gönüllü katılımcı (yaş:23±6 yıl, boy:171.7± cm, v.ağırlığı:71.1± kg) 1 dk boyunca üç farklı zorluk düzeyinde bilişsel görev altında, kuvvet platformu üzerinde ayakta sakin duruş (QS) ve istemli postural salınım (VS) hareketi yapmaları istenmiştir. Bilişsel görev işitsel olarak kendilerine ardışık olarak sunulan basit aritmetik...
Reactions to feedback: effects of feedback sign, selfesteem, and task centrality Güngör, Elis; Bilgiç, Reyhan; Department of Psychology (2015) The main purpose of this study is to examine the effects of feedback sign, self-esteem, and task centrality on affective and accuracy reactions to feedback. The study used a 2 (feedback sign) x 2 (self-esteem) x 2 (task centrality) experimental design. 106 research assistants (Mean age = 27.47, SD = 2.65), who were randomly assigned to either positive or negative feedback condition, read four different vignettes that include performance feedback for a specific task (two central tasks, two peripheral tasks),...

Citation Formats

S. Kirazcı, “EFFECTS OF VERBAL AND VISUAL FEEDBACK ON ANTICIPATION TIMING,” SOCIAL BEHAVIOR AND PERSONALITY, pp. 1133–1140, 2013, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/41096.