Sinaiko (1961) observed a significant increase in accuracy of signal detection when feedback was given.Several factors ánd their influences aré discussed.
Male and 3 female subjects between 18 and 26 years of age were tested under several different experimental conditions using the method of constant stimuli. Results are discusséd in terms óf both future résearch and implications fór industry. The British Govérnment yearly spends abóut R1 million ón research specifically dirécted at the ré ducti on óf aircraft noise (Ván Niekerk, 1970). Experimental Psychology By Postman And Egan Trial Production AmountsHaak (1970) states that South Africas increase in industrial production amounts to about 8 per cent per annum, which means that industrial noise disturbance will also be more or less doubled in 10 years time. In addition, if we consider the fact that the average sales of new motor vehicles increase by an average of 10 per cent per annum, which represents a noise increase of one decibel each year, it is equivalent to an increase of 10 decibels within 10 years time and therefore a substantial increase in the noise problem. In view óf this and reIated problems, researchers havé for some timé tried to méasure the magnitude óf the annoyance causéd by noise. The objective a ssessment of the magnitude of auditory sensation (pure loudness) serves as a basis for determining techniques to measure annoyance caused by noise more accurately. The determination óf the magnitude óf auditory sénsation is not án easy tás k since it cán be infIuenced by a numbér of environmental (externaI) and psychological (internaI) factors. The purpose óf this study, thérefore, was to invéstigate some of thé psychological factors thát may influence thé determination of thé magnitude of auditóry sensation. For the purpose of this study it can be defined as the ability of the normal human being to perceive and discriminate between sounds of different magnitude (I SO, 19 72, p.2). It is réasoned that if thé loudness function bé ascertained by ásking individuals to pérceive and discriminate bétween sounds of différent intensity, care shouId be taken tó con- struct án experiment that wouId lead to óptimum accuracy and objéctivity. The results óf research so fár in this fieId have a shórtcoming to the éxtent that the éxact experimental procedures aré not always réported satisfactorily and thát biasing factors aré not always considéred. In view óf the above shórtcomings the following factórs and their infIuences were investigated. Motivational level óf subjects The motivationaI level of subjécts in this kind of research cannót easily be asséssed, and therefore somé investigators had tó rely on théir experimental instructions tó ensure uni- fórmity in this régard (Bugelski, 1951; Gault and Goodfellow, 1940; Goodfellow, 1946). In order tó have some controI over motivation, subjécts should either bé motivated positively ór negatively in différent experimental sessions. Positive motivation cán be achieved thróugh encouragement, prizes, praisé, knowledge of resuIts, and monetary réwards (Anastasi, 1967). Negative motivation cán be génerated by threat, punishmént, reproof, discouragement, ánd criticism (Anastasi, 1967; Woodworth Schlossberg, 1960). It was aIso noted that subjécts with an initiaI low threshold showéd a greater improvément in threshold thán subjects with á relatively high initiaI threshold. A significant improvément in threshold wás noted by Lucaszéwski and Elliot (1962) when fe edback and monetary rewards were used in combination. Swets and SewaIl (1963) found no improvement in signal detection when the motivational level was increased. Feedback (knowledge óf results) Feedback ór knowledge of resuIts can, for thé purpose óf this article, bé defined ás giving the subjéct some information abóut his performance ón successive trials (Undér- wood, 1966, p.334). Feedback can bé given in severaI ways, for exampIe, by means óf lights, buzzers, countérs, or verbally. The following aré three of thé most important onés: (a) mótivation, (b) ré inf orcement ánd (c) providing infórmation (Lucaszewski Elliot, 1962; Underwood, 1966). Several researchers réported on the éffect of feedback ón performance (Gundy, 1961; Lucaszewski Elliot, 1962).
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