Self-controlled feedback: Does it enhance learning because performers get feedback when they need it?

被引:209
作者
Chiviacowsky, S
Wulf, G
机构
[1] Univ Fed Pelotas, Sch Phys Educ, BR-96055630 Pelotas, RS, Brazil
[2] Univ Nevada, Dept Kinesiol, Las Vegas, NV 89154 USA
关键词
knowledge of results; motor learning; self-control timing;
D O I
10.1080/02701367.2002.10609040
中图分类号
F [经济];
学科分类号
02 ;
摘要
This paper examines whether self-controlled feedback schedules enhance learning, because they are more tailored to the performers' needs than externally controlled feedback schedules. Participants practiced a sequential timing task. One group of learners (self-control) was provided with feedback whenever they requested it, whereas another group (yoked) had no influence on the feedback schedule. The self-control group showed learning benefits on a delayed transfer test. Questionnaire results revealed that self-control learners asked for feedback primarily after good trials and yoked learners preferred to receive feedback after good trials. Analyses demonstrated that errors were lower on feedback than no-feedback trials for the self-control group but not for the yoked group. Thus, self-control participants appeared to use a strategy for requesting feedback. This might explain learning advantages of self-controlled practice.
引用
收藏
页码:408 / 415
页数:8
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