A basic assumption of cognitive theories of learning is that subjects actively operate upon the knowledge of results (KR) they receive. Tests of this assumption in motor skills contexts, however, have yielded conflicting data. The relevant studies are critically examined. A number of methodological problems are discussed which may have contributed to the equivocality of the extant data on the processing of KR during the post-KR period.
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Schendel et al. (1976) studied this question.
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