Learning Benefits of Self-Controlled Knowledge of Results in 10-Year-Old Children

Chiviacowsky, Suzete; Wulf, Gabriele; Medeiros, Franklin Laroque de; Kaefer, Angélica; Tani, Go

doi:10.5641/193250308x13086832906238

Cited by 13 publications

(14 citation statements)

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“…In contrast to previous studies 17,31 , self-control participants did not request feedback more frequently after relatively successful trials than after poor trials, as indicated by similar error scores on feedback and no-feedback trials. Interviews (with typical adults) conducted by Chiviacowsky and Wulf 17 (see also Patterson and Carter 32 ) indicated that participants (both self-control and yoked) preferred to receive feedback after good trials.…”

Section: Discussioncontrasting

confidence: 50%

“…The purpose of the present study was to examine whether previously found benefits of self-controlled feedback 17,19,31,32 would generalize to motor learning in people with DS. Adults with DS differ from unimpaired adults in various ways, including cognitive 26 and motor aspects of performance 3,34 .…”

Section: Discussionmentioning

confidence: 99%

“…Accuracy scores on the 30 practice trials were averaged across blocks of 5 trials and analyzed in a 2 (group: self-control versus yoked) x 6 (blocks of 5 trials) analysis of variance (ANOVA) with repeated measures on the last factor. An additional analysis was performed to compare errors on feedback versus no-feedback trials during practice (i.e., to determine whether participants in the self-control group chose feedback primarily on relatively successful versus unsuccessful trials; see Chiviacowsky and Wulf 17 ; Chiviacowsky et al 31 ). For this purpose, a 2 (group: self-control versus yoked) x 2 (trial type: feedback versus no feedback) ANOVA was used.…”

Section: Discussionmentioning

confidence: 99%

“…Examining how motor skill learning can be enhanced in persons with DS is not only of theoretical interest, but may also have important practical implications for the lives of those affected by DS. Given the ostensibly powerful learning effects of self-controlled practice conditions -that provide learners with a certain degree of autonomy -seen in typical adults and children 17,31,32 , we wanted to examine whether similar learning advantages would be found in participants with DS. We predicted that self-controlled practice, in particular the ability to choose when to receive feedback, would result in more effective learning compared to a practice condition without this opportunity (yoked group).…”

Section: Introductionmentioning

confidence: 99%

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Self-controlled feedback enhances learning in adults with Down syndrome

Chiviacowsky¹,

Wulf²,

Machado³

et al. 2012

Rev. bras. fisioter.

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Section: Discussioncontrasting

confidence: 50%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Self-controlled feedback enhances learning in adults with Down syndrome

Chiviacowsky¹,

Wulf²,

Machado³

et al. 2012

Rev. bras. fisioter.

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“…Enhanced learning with self-controlled feedback has been found with various movement tasks, including throwing tasks, in which feedback was provided about movement form (Janelle, Barba, Frehlich, Tennant, & Cauraugh, 1997) or the accuracy of the throws (Chiviacowsky, Wulf, Laroque de Medeiros, Kaefer, & Tani, 2008). Other researchers have found learning advantages of self-controlled feedback for timing tasks (Chen, Hendrick, & Lidor, 2002;Chiviacowsky & Wulf, 2002;Patterson & Carter, 2010).…”

Section: Control Over Practice Conditionsmentioning

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

Carter

Patterson

2012

Human Movement Science

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Learning Benefits of Self-Controlled Knowledge of Results in 10-Year-Old Children

Cited by 13 publications

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Self-controlled feedback enhances learning in adults with Down syndrome

Self-controlled feedback enhances learning in adults with Down syndrome

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

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

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