Exploring the Role of Normative‐and Performance‐Based Feedback in Motivational Processes<sup>1</sup>

Johnson, Debra Steele; Turban, Daniel B.; Pieper, Kalen F.; Ng, Yin Mei

doi:10.1111/j.1559-1816.1996.tb01120.x

Cited by 23 publications

(16 citation statements)

References 49 publications

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“…Feedback with information about participants' performance relative to that of others (i.e., normative feedback) has been shown to influence their motivation and performance in studies using cognitive tasks, such as complex decision making , association tests (Ilies & Judge, 2005), and word search tasks (Johnson et al, 1996). Only recently did researchers begin to examine the effects of motivational feedback on motor skill performance and learning (e.g., Chiviacowsky et al, 2009;Chiviacowsky & Wulf, 2007;.…”

Section: Discussionmentioning

confidence: 98%

“…Thus, any comparisons with the "norm" had to be based on participants' estimations of improvement (which, in turn, were based on the feedback they got after each trial). Previous studies have shown that learners become relatively proficient at estimating their errors on the type of task used in the present study (e.g., Wulf, Chiviacowsky, and Lewthwaite In normative feedback research (e.g., Hutchinson et al, 2008;Johnson et al, 1996), false feedback about relative performance rather than veridical normative feedback is typically used to ensure an equal level of positive and negative feedback. For one group (better), normative feedback consisted of the peer group's reduction in overall error on that block compared to the previous 10-trial block and was 20% less than the participant's own error reduction.…”

mentioning

confidence: 98%

“…Studies on normative feedback, in which a learner gains information about his/her score in addition to a peer group's (false) performance, have demonstrated differential effects on task motivation and self-evaluation in response to "positive" versus "negative" normative feedback (e.g., Hutchinson, Sherman, Martinovic, & Tenenbaum, 2008;Johnson, Turban, Pieper, & Ng, 1996;Lamarche, Huffman, Eliasz, Gammage, & Adkin, 2008;Zell & Alicke, 2008). Studies also found effects of normative feedback or social comparison on motor performance (e.g., Hutchinson et al, 2008;Triplett, 1898).…”

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confidence: 99%

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Normative Feedback Effects on Learning a Timing Task

Wulf

Chiviacowsky

Lewthwaite

2010

Research Quarterly for Exercise and Sport

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This study investigated the influence of normative feedback on learning a sequential timing task. In addition to feedback about their performance per trial, two groups of participants received bogus normative feedback about a peer group's average block-to-block improvement after each block of 10 trials. Scores indicated either greater (better group) or less (worse group) than the average improvement, respectively. On the transfer test 1 day later which required producing novel absolute movement times, the better group demonstrated more effective learning than the worse group. These findings add to the mounting evidence that motivational factors affect motor skill learning.

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Section: Discussionmentioning

confidence: 98%

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confidence: 98%

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confidence: 99%

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Normative Feedback Effects on Learning a Timing Task

Wulf

Chiviacowsky

Lewthwaite

2010

Research Quarterly for Exercise and Sport

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“…43 By contrast, positive comparisons with the 'norm' can enhance self-efficacy, produce more positive self-reactions and increase motivation to practise a skill. 44,45 Normative feedback not only has the potential to affect performance while it is provided, 44 but it can have more permanent effects on motor learning. In recent studies, motor learning was enhanced by (false) positive relative to negative normative feedback.…”

Section: Feedbackmentioning

confidence: 99%

Motor skill learning and performance: a review of influential factors

2010

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OBJECTIVES Findings from the contemporary psychological and movement science literature that appear to have implications for medical training are reviewed. Specifically, the review focuses on four factors that have been shown to enhance the learning of motor skills: observational practice; the learner's focus of attention; feedback, and self-controlled practice.OBSERVATIONAL PRACTICE Observation of others, particularly when it is combined with physical practice, can make important contributions to learning. This includes dyad practice (i.e. practice in pairs), which is not only cost-effective, but can also enhance learning. FOCUS OF ATTENTIONStudies examining the role of the performer's focus of attention have consistently demonstrated that instructions inducing an external focus (directed at the movement effect) are more effective than those promoting an internal focus (directed at the performer's body movements). An external focus facilitates automaticity in motor control and promotes movement efficiency.FEEDBACK Feedback not only has an informational function, but also has motivational properties that have an important influence on learning. For example, feedback after successful trials and social-comparative (normative) feedback indicating better than average performance have been shown to have a beneficial effect on learning.SELF-CONTROLLED PRACTICE Self-controlled practice, including feedback and model demonstrations controlled by the learner, has been found to be more effective than externally controlled practice conditions. CONCLUSIONS All factors reviewed in this article appear to have both informational and motivational influences on learning. The findings seem to reflect general learning principles and are assumed to have relatively broad applicability. Therefore, the consideration of these factors in designing procedures for medical training has the potential to enhance the effectiveness and efficiency of training.motor skill learning

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“…Social comparison has a long and continuing history of psychological examination (Chartrand & Bargh, 2002;Festinger, 1954). Studies on normative feedback, in which norms such as a peer group's (bogus) average performance scores were provided in addition to the participant's actual score have shown reduced task motivation, self-efficacy, and self-esteem in response to negative (normative) feedback (e.g., Hutchinson, Sherman, Martinovic, & Tenenbaum, 2008;Johnson, Turban, Pieper, & Ng, 1996;Lamarche, Huffman, Eliasz, Gammage, & Adkin, 2008;Nussbaum & Dweck, 2008). In contrast, if such normative comparisons are favorable for an individual, increased self-efficacy, perceptions of higher competence, enhanced effort, positive selfreactions, and task interest result.…”

Section: Background Normative Feedbackmentioning

confidence: 99%

Can Ability Conceptualizations Alter the Impact of Social Comparison in Motor Learning?

Wulf

Lewthwaite²,

Hooyman³

2013

Journal of Motor Learning and Development

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We examined the interactive influence of normative feedback and conceptions of ability on the learning of a balance task. Ability conceptions were induced by instructions portraying the task as either an acquirable skill or reflecting an inherent ability. Bogus normative feedback about the “average” balance scores of others on a given trial suggested that participants’ performance was either above (Better groups) or below average (Worse groups). Thus, there were four groups: Inherent-Ability Better, Inherent-Ability Worse, Acquirable-Skill Better, and Acquirable-Skill Worse. Following two days of practice, learning was assessed on Day 3 in retention and dual-task transfer tests. The Better groups demonstrated more effective learning than the Worse groups. Questionnaire results revealed differences in self-related concerns between those groups. Signature size changes suggested that participants in the Worse groups perceived negative normative feedback as a threat to the self. The findings highlight the importance of motivational influences on motor learning.

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Exploring the Role of Normative‐and Performance‐Based Feedback in Motivational Processes¹

Cited by 23 publications

References 49 publications

Normative Feedback Effects on Learning a Timing Task

Normative Feedback Effects on Learning a Timing Task

Motor skill learning and performance: a review of influential factors

Can Ability Conceptualizations Alter the Impact of Social Comparison in Motor Learning?

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Exploring the Role of Normative‐and Performance‐Based Feedback in Motivational Processes1

Cited by 23 publications

References 49 publications

Normative Feedback Effects on Learning a Timing Task

Normative Feedback Effects on Learning a Timing Task

Motor skill learning and performance: a review of influential factors

Can Ability Conceptualizations Alter the Impact of Social Comparison in Motor Learning?

Contact Info

Product

Resources

About

Exploring the Role of Normative‐and Performance‐Based Feedback in Motivational Processes¹