Decreasing the Proportion of Self-Control Trials During the Acquisition Period Does Not Compromise the Learning Advantages in a Self-Controlled Context

Patterson, Jae T.; Carter, Michael; Sanli, Elizabeth

doi:10.1080/02701367.2011.10599799

Cited by 40 publications

(20 citation statements)

References 34 publications

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“…Participants in the self-control groups were informed they would be provided the opportunity to determine whether or not they wanted KR after each trial. Consistent with previous experiments (Chiviacowsky & Wulf, 2002;Patterson & Carter, 2010;Patterson et al, 2011), the self-control groups were instructed to only request KR when necessary and that they would eventually be required to perform the task without KR. Participants in the yoked groups received the identical KR schedule created by a self-control counterpart but were informed they would sometimes receive KR and sometimes they would not and that they would eventually perform that task without KR.…”

Section: Methodsmentioning

confidence: 96%

“…Previous research has shown a strong preference for KR after perceived good trials by participants when provided the opportunity to decide when to receive and not receive KR throughout acquisition (Chiviacowsky & Wulf, 2002;Patterson & Carter, 2010;Patterson et al, 2011). However, it remains unknown whether the strategies for requesting KR change as a function of practice trials completed because these studies queried participants to provide a single strategy for the entire acquisition period.…”

Section: Self-reported Kr Strategies During Acquisitionmentioning

confidence: 94%

“…Upon completion of the acquisition period, all participants completed a multiple choice questionnaire querying their strategy for requesting KR (Chiviacowsky & Wulf, 2002;Patterson & Carter, 2010;Patterson et al, 2011) (see Table 1). The self-control groups were asked to report their KR strategy for the 1 st half and 2 nd half of the acquisition period separately.…”

Section: Methodsmentioning

confidence: 99%

“…1016/j.humov.2012.07.008 devices, and the organization of practice repetitions (see Wulf, 2007 for a review). Similarly, a selfcontrolled knowledge of results (KR) schedule has proven more effective for motor learning compared to those not provided control (i.e., yoked group) for single task (Chen, Hendrick, & Lidor, 2002;Chiviacowsky & Wulf, 2002, 2005Patterson, Carter, & Sanli, 2011) and multiple task learning (Patterson & Carter, 2010).…”

Section: Introductionmentioning

confidence: 98%

“…We were also interested in examining the strategies for requesting KR as a function of age and number of practice trials completed. Previous research asked participants to self-report a singular response regarding their KR strategy at the end of the acquisition phase (Chiviacowsky & Wulf, 2002;Patterson & Carter, 2010;Patterson et al, 2011); however, a limitation of this methodology is that learning is a dynamic process and participants may adjust their KR strategy as a function of practice trials completed. To address this limitation, participants were asked to self-report their KR strategy for trials 1-30 (hereafter termed 1 st half) separate from trials 31-60 (hereafter termed 2 nd half).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Self-controlled knowledge of results: Age-related differences in motor learning, strategies, and error detection

Carter

Patterson

2012

Human Movement Science

Self Cite

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Section: Methodsmentioning

confidence: 96%

Section: Self-reported Kr Strategies During Acquisitionmentioning

confidence: 94%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Self-controlled knowledge of results: Age-related differences in motor learning, strategies, and error detection

Carter

Patterson

2012

Human Movement Science

Self Cite

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An interpolated activity during the knowledge-of-results delay interval eliminates the learning advantages of self-controlled feedback schedules

Carter

Ste-Marie

2016

Psychological Research

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The learning advantages of self-controlled knowledge-of-results (KR) schedules compared to yoked schedules have been linked to the optimization of the informational value of the KR received for the enhancement of one's error-detection capabilities. This suggests that information-processing activities that occur after motor execution, but prior to receiving KR (i.e., the KR-delay interval) may underlie self-controlled KR learning advantages. The present experiment investigated whether self-controlled KR learning benefits would be eliminated if an interpolated activity was performed during the KR-delay interval. Participants practiced a waveform matching task that required two rapid elbow extension-flexion reversals in one of four groups using a factorial combination of choice (self-controlled, yoked) and KR-delay interval (empty, interpolated). The waveform had specific spatial and temporal constraints, and an overall movement time goal. The results indicated that the self-controlled + empty group had superior retention and transfer scores compared to all other groups. Moreover, the self-controlled + interpolated and yoked + interpolated groups did not differ significantly in retention and transfer; thus, the interpolated activity eliminated the typically found learning benefits of self-controlled KR. No significant differences were found between the two yoked groups. We suggest the interpolated activity interfered with information-processing activities specific to self-controlled KR conditions that occur during the KR-delay interval and that these activities are vital for reaping the associated learning benefits. These findings add to the growing evidence that challenge the motivational account of self-controlled KR learning advantages and instead highlights informational factors associated with the KR-delay interval as an important variable for motor learning under self-controlled KR schedules.

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Anodal transcranial direct current stimulation over the primary motor cortex does not enhance the learning benefits of self-controlled feedback schedules

Carter

Smith

Carlsen

et al. 2017

Psychological Research

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A distinct learning advantage has been shown when participants control their knowledge of results (KR) scheduling during practice compared to when the same KR schedule is imposed on the learner without choice (i.e., yoked schedules). Although the learning advantages of self-controlled KR schedules are well-documented, the brain regions contributing to these advantages remain unknown. Identifying key brain regions would not only advance our theoretical understanding of the mechanisms underlying self-controlled learning advantages, but would also highlight regions that could be targeted in more applied settings to boost the already beneficial effects of self-controlled KR schedules. Here, we investigated whether applying anodal transcranial direct current stimulation (tDCS) to the primary motor cortex (M1) would enhance the typically found benefits of learning a novel motor skill with a self-controlled KR schedule. Participants practiced a spatiotemporal task in one of four groups using a factorial combination of KR schedule (self-controlled vs. yoked) and tDCS (anodal vs. sham). Testing occurred on two consecutive days with spatial and temporal accuracy measured on both days and learning was assessed using 24-h retention and transfer tests without KR. All groups improved their performance in practice and a significant effect for practicing with a self-controlled KR schedule compared to a yoked schedule was found for temporal accuracy in transfer, but a similar advantage was not evident in retention. There were no significant differences as a function of KR schedule or tDCS for spatial accuracy in retention or transfer. The lack of a significant tDCS effect suggests that M1 may not strongly contribute to self-controlled KR learning advantages; however, caution is advised with this interpretation as typical self-controlled learning benefits were not strongly replicated in the present experiment.

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Decreasing the Proportion of Self-Control Trials During the Acquisition Period Does Not Compromise the Learning Advantages in a Self-Controlled Context

Cited by 40 publications

References 34 publications

Self-controlled knowledge of results: Age-related differences in motor learning, strategies, and error detection

Self-controlled knowledge of results: Age-related differences in motor learning, strategies, and error detection

An interpolated activity during the knowledge-of-results delay interval eliminates the learning advantages of self-controlled feedback schedules

Anodal transcranial direct current stimulation over the primary motor cortex does not enhance the learning benefits of self-controlled feedback schedules

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