Effects of Generic versus Non-Generic Feedback on Motor Learning in Children

Chiviacowsky, Suzete; Drews, Ricardo

doi:10.1371/journal.pone.0088989

Cited by 32 publications

(37 citation statements)

References 32 publications

(54 reference statements)

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“…Even though both types of feedback appeared to be equally rewarding, when confronted with mistakes, children who were led to believe that the quality of their drawings was a function of an inherent ability exhibited more negative self-evaluations, increased helplessness, and reduced interest in drawing. In a subsequent study, Chiviacowsky et al (2012) extended these findings to the motor domain. Ten-year old children were asked to kick soccer balls at a target and were given feedback that either implied (e.g., "You are a great soccer player") or did not imply ("Those kicks were excellent") an underlying inherent ability.…”

mentioning

confidence: 77%

“…The present results are in line with other studies showing that individuals' conceptions of ability can affect performance and learning across a variety of domains. Effects of ability conceptions have been found to range from dispositional views of intelligence affecting grades in junior high school (Blackwell, Trzesniewski, & Dweck, 2007) to learning from error feedback on a general knowledge test (Mangels, Butterfield, Lamb, Good, & Dweck, 2006) to immediate effects on motor performance (Jourden et al, 1991;Chiviacowsky et al, 2012), and more long-term effects on motor learning (present study; Wulf & Lewthwaite, 2009). Thus, despite differences in participants' age (adults vs. children), type of learning (cognitive vs. motor), or nature of ability conceptions (dispositional vs. induced), a view of abilities as changeable through practice or experience, rather than representing relatively fixed entities, generally seems to benefit performance and learning.…”

Section: Discussionmentioning

confidence: 99%

“…Nevertheless, even young children seem to be able to infer, from the feedback they are given, adults' view of the nature of their abilities. A few studies have demonstrated that conceptions of ability induced by feedback can directly affect young children's reactions to failure, their motivation, and their behavior (e.g., Chiviacowsky, Wulf, & Drews, 2012;Cimpian, Arce, Markman, & Dweck, 2007). Cimpian et al (2007) showed that even 4-year old children were sensitive to subtle differences in the wording of feedback.…”

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confidence: 99%

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Children’s Motor Skill Learning is Influenced by Their Conceptions of Ability

Drews¹,

Chiviacowsky²,

Wulf³

2013

Journal of Motor Learning and Development

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The present study investigated the effects of different ability conceptions on motor skills learning in 6-, 10-, and 14-year-old children. In each age group, different groups were given either inherent-ability or acquirable-skill instructions before they began practicing a throwing task. Participants were blindfolded and were asked to throw beanbags at a target placed on the floor at a distance of 3 m. All participants performed 40 practice trials and received feedback about the accuracy of their throws after each trial. One day after practice, retention and transfer (greater target distance) tests without instructions or feedback were conducted to assess learning effects. Older participants generally had higher accuracy scores than younger participants. Importantly, instructions emphasizing the learnability of the skill resulted in greater throwing accuracy on the retention test than did those implying an underlying inherent ability. On the transfer test, the same effect was seen for the 14-year-olds, but not for the younger age groups, suggesting that adolescents may be more vulnerable to the threat of their inherent ability being exposed. The present findings demonstrate the importance of ability conceptions for motor learning in children and adolescents. They also add to the mounting evidence of motivational influences on motor skill learning.

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confidence: 77%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

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Children’s Motor Skill Learning is Influenced by Their Conceptions of Ability

Drews¹,

Chiviacowsky²,

Wulf³

2013

Journal of Motor Learning and Development

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“…For both types of theorists, violations of patterns of expected results have affective and motivational consequences (Plaks & Stecher, 2007). Children's conceptions of ability for movement-relevant tasks were affected by even subtle differences in the wording of feedback (Chiviacowsky & Drews, 2014;Cimpian, Arce, Markman, & Dweck, 2007). In Cimpian and colleagues' study, 4-year-old children who performed a drawing task were given feedback implying that performance reflected an inherent ability ("You are a good drawer") or the effort invested in a particular picture ("You did a good job drawing").…”

Section: Conceptions Of Abilitymentioning

confidence: 99%

Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning

2016

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Effective motor performance is important for surviving and thriving, and skilled movement is critical in many activities. Much theorizing over the past few decades has focused on how certain practice conditions affect the processing of task-related information to affect learning. Yet, existing theoretical perspectives do not accommodate significant recent lines of evidence demonstrating motivational and attentional effects on performance and learning. These include research on (a) conditions that enhance expectancies for future performance, (b) variables that influence learners' autonomy, and (c) an external focus of attention on the intended movement effect. We propose the OPTIMAL (Optimizing Performance through Intrinsic Motivation and Attention for Learning) theory of motor learning. We suggest that motivational and attentional factors contribute to performance and learning by strengthening the coupling of goals to actions. We provide explanations for the performance and learning advantages of these variables on psychological and neuroscientific grounds. We describe a plausible mechanism for expectancy effects rooted in responses of dopamine to the anticipation of positive experience and temporally associated with skill practice. Learner autonomy acts perhaps largely through an enhanced expectancy pathway. Furthermore, we consider the influence of an external focus for the establishment of efficient functional connections across brain networks that subserve skilled movement. We speculate that enhanced expectancies and an external focus propel performers' cognitive and motor systems in productive "forward" directions and prevent "backsliding" into self-and non-task focused states. Expected success presumably breeds further success and helps consolidate memories. We discuss practical implications and future research directions.Keywords Motivation . Attentional focus . Self-efficacy . Positive affect . Dopamine . Motor performance Skilled movement is fundamental to surviving and thriving in the world and the basis as well for many of the highest human endeavors and cultural achievements, from sport to art to music. How people learn and relearn movement skills has been addressed from a number of disparate scientific perspectives and levels of analysis, including behavioral, social cognitive, neurophysiological, and neurocomputational. In part, differences in assumptions, scientific terminology and philosophy, as well as methodological approaches have made scholarly rapprochement challenging, but we see the end goal of optimizing motor learning as important. We suggest that it may be valuable to bring recent insights from various approaches together to identify a coherent way forward that can result in optimized learning from humans' earliest encounters with new motor skills to the lifelong development of motoric expertise.It is typically considered time to look afresh at dominant theories in a field when the accumulating evidence suggests that old frameworks cannot account for substantial new insights an...

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“…This requirement may be particularly true for children with differences in sensory processing and integration who cannot always rely on accurate intrinsic feedback from their body. Interestingly, research also shows that nongeneric feedback (e.g., "Those last kicks were very good") is preferable to generic feedback (e.g., "You are a great soccer player") when children are learning new motor tasks (Chiviacowsky & Drews, 2014).…”

Section: Child-focused Interventionsmentioning

confidence: 99%

Using a Multifaceted Approach to Working With Children Who Have Differences in Sensory Processing and Integration

Reynolds

Glennon

Ausderau

et al. 2017

The American Journal of Occupational Therapy

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Pediatric occupational therapy practitioners frequently provide interventions for children with differences in sensory processing and integration. Confusion exists regarding how best to intervene with these children and about how to describe and document methods. Some practitioners hold the misconception that Ayres Sensory Integration intervention is the only approach that can and should be used with this population. The issue is that occupational therapy practitioners must treat the whole client in varied environments; to do so effectively, multiple approaches to intervention often are required. This article presents a framework for conceptualizing interventions for children with differences in sensory processing and integration that incorporates multiple evidence-based approaches. To best meet the needs of the children and families seeking occupational therapy services, interventions must be focused on participation and should be multifaceted.

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Effects of Generic versus Non-Generic Feedback on Motor Learning in Children

Cited by 32 publications

References 32 publications

Children’s Motor Skill Learning is Influenced by Their Conceptions of Ability

Children’s Motor Skill Learning is Influenced by Their Conceptions of Ability

Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning

Using a Multifaceted Approach to Working With Children Who Have Differences in Sensory Processing and Integration

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