Effect of Knowledge of Results on Anticipation Timing by Young Children

Abstract

The experiment was conducted to determine the effect of knowledge of results on anticipatory timing and subsequently on motor planning by 18 first and 28 third grade children. The study was designed as a 2 (grades 1 and 3) × 2 (treatment groups—knowledge and no knowledge of results) × 3 (trial blocks—5 trials per block) factorial with repeated measures on the last factor. Absolute, constant, and variable errors were analyzed. Knowledge of results improved absolute errors associated with anticipatory timing in both age groups. First graders showed little improvement in timing without knowledge of results, while the third graders showed more improvement by reducing absolute errors. The third graders were more consistent in reducing timing errors than first graders. Conclusions support the prediction that knowledge of results influences anticipatory timing by both age groups.