Authors: Chiviacowsky, Suzete; Wulf, Gabriele

Source: Research Quarterly for Exercise and Sport, Volume 76, Number 1, March 2005 , pp. 42-48(7)

Publisher: American Alliance for Health, Physical Education, Recreation & Dance

Abstract:

The study follows up on the contention that self-controlled feedback schedules benefit learning, because they are more tailored to the performers' needs than externally controlled feedback schedules (Chiviacowsky & Wulf, 2002). Under this assumption, one would expect learning advantages for individuals who decide whether they want to receive feedback after a trial rather than before a trial. Participants practiced a sequential timing task, and all could decide the trials on which they received feedback. One group (“self-after“) decided after every trial whether they wanted to receive feedback for that trial, while another group (“self-before“) made that decision before each trial. The self-after group showed learning benefits on a delayed transfer test (novel absolute timing requirements) with regard to overall timing and relative-timing accuracy. Thus, self-controlled feedback was more effective when the learner could make a decision about receiving feedback after the trial. This seems to support the view that self-controlled feedback benefits learning, because learners can make a decision about feedback based on their performance on a given trial.

Keywords: ABSOLUTE TIMING; ERROR ESTIMATION; MOTOR LEARNING; RELATIVE TIMING

Document Type: Research article

DOI: http://dx.doi.org/10.5641/027013605X13076330976713

Publication date: 2005-03-01

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