Knowledge of Results (KR) Definition, History, and Characteristics
Knowledge of Results (KR), also referred to as Knowledge of Performance (KP), is a type of feedback process in which an individual is provided with information about the outcomes of their behavior. KR typically takes the form of positive or negative reinforcement, and can be used to motivate and improve performance, or to teach an individual to acquire a desired behavior. KR is a key component of many learning theories, and has been used in education, psychology, and other fields to influence behavior and improve performance.
History
The concept of KR was first introduced by American psychologist B.F. Skinner in the 1930s. He proposed that KR could be used to modify behavior, and his “operant conditioning” theory remains a popular and influential model of learning today. In his experiments, Skinner used a form of KR called “shaping”, in which rewards were provided for successive approximations of a desired behavior. This method has been applied to a variety of contexts, including teaching children language and motor skills, and training animals for specific tasks.
The use of KR in the educational field has been studied extensively. In the 1950s, educational psychologist Robert Gagne proposed the “events of instruction” model, which included KR as an essential step in the learning process. According to this model, KR plays an important role in helping learners to understand the consequences of their actions and to adjust their behavior accordingly.
Characteristics
KR can take many forms, such as verbal or nonverbal feedback, rewards, or punishments. It is important to note that KR does not necessarily have to be positive; in some cases, negative feedback can also be effective. However, it is important to ensure that the feedback is appropriate for the situation and tailored to the individual.
In addition, KR should be provided in a timely manner. This means that feedback should be given soon after the behavior occurs, as this will increase the chances of the individual making the desired changes. Furthermore, KR should be specific and relevant to the learning goal. For example, if an individual is trying to learn a new task, providing feedback about the speed at which the task is completed may be more effective than providing feedback about the individual’s attitude.
Overall, KR is an important part of the learning process, and can be used to improve performance and modify behavior.
References
Gagne, R. (1985). The conditions of learning. New York, NY: Holt, Rinehart & Winston.
Skinner, B.F. (1938). The Behavior of Organisms: An Experimental Analysis. New York, NY: Appleton-Century-Crofts.
Sternberg, R.J. & Sternberg, K. (2005). Cognitive psychology. Belmont, CA: Wadsworth.
Webb, N.M. & Farivar, S. (2014). Knowledge of results: Theoretical considerations and implications for educational practice. Educational Psychology Review, 26(4), 559-584. doi:10.1007/s10648-014-9248-9