Homble, K. , Vandenbossche, J. , Soetens, E. & Deroost, N.
Vrije Universiteit Brussel, Belgium
It is generally assumed that providing feedback on task outcome will enhance performance. Most studies on this subject have been conducted in the field of motor learning, by providing subjects with knowledge of results (KR) about the outcome of their performance. Yet, little research exists whether the use of external feedback can have beneficial effects in cognitive tasks. Therefore, we examined the effect of different types of KR-feedback on implicit learning in an exploratory study. In a serial reaction time (SRT) task, in which participants incidentally acquire sequential regularity, we manipulated the amount and timing of external feedback based on KR-learning principles. Subjects received either trial-by trial feedback, summary feedback, both or no feedback on their performance. Results will be discussed at the presentation.