Feedback After Good Versus Poor Trials Affects Intrinsic Motivation

Knowing the good from the bad: Does being aware of KR content matter?

“…Based on our theoretical understanding of KR during motor learning (Salmoni et al, 1984;Schmidt & Lee, 2011;Wulf & Shea, 2004) we suggested that if being aware of the KR content was the primary determinant facilitating motor skill learning, the groups awareness of their KR content would perform similarly in the retention period, yet superior to those groups unaware of their KR content. However, if the information within the KR display was the factor impacting motor skill learning, independent of awareness, we expected providing KR on relatively good compared to relatively poor trials would prove superior for learning, consistent with the existing research (Badami et al, 2011;Chiviacowsky & Wulf, 2007;Chiviacowsky et al, 2009). The results of the present experiment did not replicate and subsequently challenges the findings of previous research (i.e.…”

“…This finding has been extended in externally defined KR contexts whereby providing KR on relatively good rather than relatively poor trials has proven superior for motor skill learning (Badami et al, 2011;Chiviacowsky & Wulf, 2007;Chiviacowsky et al, 2009). Yet, in these previous studies, participants were not explicitly made aware of the KR they were receiving (i.e., good trials or poor trials).…”

“…These learning advantages have recently been extended to the older adult learner (Chiviacowsky, Wulf, Wally, & Borges, 2009). To account for these findings, providing KR based on relatively good trials has been speculated to increase the motivation of the participant to learn the task, that as a result, reinforces the cognitive processes required to reproduce the correct motor response on upcoming trials and subsequent learning (Badami, VaezMousavi, Wulf, & Namazizadeh, 2011;Chiviacowsky & Wulf, 2007;. In fact, the cognitive demands required to reproduce a correct response have proven to be less demanding and perhaps more desirable for the learner compared to the cognitive demands associated with correcting an error (Chiviacowsky & Wulf, 2002, 2005Kohen, Dickinson, & Goodman, 2008).…”

“…The purpose of the present experiment was to determine if being aware of the information in a KR display (i.e., KR exclusively based on good or poor trials) would differently impact learning compared to being unaware of the KR information. Based on the existing research, we predicted if the information contained in the KR display (i.e., KR presented on only good or poor trials) was the most influential factor facilitating skill acquisition, independent of awareness, those receiving KR on relatively good trials would demonstrate superior learning compared to those provided KR on poor trials (Badami et al, 2011;Chiviacowsky & Wulf, 2007;Chiviacowsky et al, 2009). However, if learning was a function of participant awareness of the information in their KR display (i.e., good or poor trials), we predicted the groups aware of their KR content would perform superior to those groups unaware of their KR content in the retention period.…”

Significance of Monitoring and Control for Employees’ Felt Trust, Motivation, and Mastery

“…As with mastery, employees are likely to internalize these sentiments -inducing them to believe that they would not do their best out of their own free will, thus shifting their focus to external causes for their behavior and reducing their intrinsic motivation. Just as with mastery, positive feedback has also been demonstrated to influence employees' enjoyment with a task and consequently their intrinsic motivation (Badami et al, 2011;Deci et al, 1999;Koka & Hein, 2003). Deci and Ryan (2000) argue that positive feedback is important to strengthen employees' feeling of competence, which is an important facilitator for intrinsic motivation.…”