Positive social-comparative feedback enhances motor learning in children

Ávila, Luciana Toaldo Gentilini; Chiviacowsky, Suzete; Wulf, Gabriele; Lewthwaite, Rebecca

doi:10.1016/j.psychsport.2012.07.001

Cited by 98 publications

(75 citation statements)

References 36 publications

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“…Indeed, researchers have found that motor learning can be stimulated with appropriate feedback, which works as a motivational factor for children. For example, positive social-comparative feedback was found to enhance learning of a motor task (i.e., throwing) for children aged 10 years old (Avila et al, 2012). We were also able to observe the positive effects of (positive) reinforcing on children's behavior during our experiment.…”

Section: Implications For Designsupporting

confidence: 53%

“…In our case, one type of reinforcing initially supported a second one, while gradually shifting into the latter. In the end, based on our own observations and findings from the literature (Avila et al, 2012;Brewer et al, 2013;Sullivan et al, 2008), we recommend designers to provide gratifications to children that are able to motivate them by making activities relevant to their interests or life events (Montessori, 1964).…”

Section: Implications For Designmentioning

confidence: 99%

See 1 more Smart Citation

Touch interaction for children aged 3 to 6 years: Experimental findings and relationship to motor skills

Vatavu

Cramariuc

Schipor

2015

International Journal of Human-Computer Studies

154

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Section: Implications For Designsupporting

confidence: 53%

Section: Implications For Designmentioning

confidence: 99%

Touch interaction for children aged 3 to 6 years: Experimental findings and relationship to motor skills

Vatavu

Cramariuc

Schipor

2015

International Journal of Human-Computer Studies

154

View full text Add to dashboard Cite

“…Experimentally, socialcomparative information is typically provided in addition to veridical feedback about the learner's own performance (Ávila, Chiviacowsky, Wulf, & Lewthwaite, 2012;Wulf, Chiviacowsky, & Lewthwaite, 2010. Studies have demonstrated that motor learning is enhanced by (false) positive feedback, suggesting more effective performance or greater improvement than average, compared with negative feedback that indicates poorer performance relative to others, or even no socialcomparative feedback (control conditions).…”

Section: Social-comparative Feedbackmentioning

confidence: 99%

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

2016

Self Cite

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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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“…Some representative examples of studies using these tasks include throwing various objects such as beanbags (Ávila, Chiviacowsky, Wulf, & Lewthwaite, 2012;Chiviacowsky & Wulf, 2007;Chiviacowsky, Wulf, Medeiros, Kaefer, & Tani, 2008;Chiviacowsky, Wulf, Wally, & Borges, 2009;Saemi, Wulf, Varzaneh, & Zarghami, 2011), darts (Marchant, Clough, & Crawshaw, 2007;Marchant, Clough, Crawshaw, & Levy, 2009;Radlo, Steinberg, Singer, Barba, & Melnikov, 2002), cricket balls (Hooyman, Wulf, & Lewthwaite, 2014), tennis balls (Pascua, Wulf, & Lewthwaite, 2015;Saemi, Porter, Ghotbi-Varzaneh, Zarghami, & Maleki, 2012), soccer throw-in (Weeks & Kordus, 1998) hitting tennis balls (Wulf, McNevin, Fuchs, Ritter, & Toole, 2000, Experiment 1), golf pitch shots (Wulf, Lauterbach, & Toole, 1999;Wulf et al, 2000, Experiment 2;Wulf & Su, 2007), and golf putting (Badami, VaezMousavi, Wulf, & Namazizadeh, 2011. And these studies have investigated topics in skill learning that have both theoretical and practical importance, such as attentional focus, self-controlled practice and feedback, and of course, autonomy support and enhanced expectancies.…”

Section: The Problemmentioning

confidence: 99%

On the continuing problem of inappropriate learning measures: Comment on Wulf et al. (2014) and Wulf et al. (2015)

Fischman

2015

Human Movement Science

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Positive social-comparative feedback enhances motor learning in children

Cited by 98 publications

References 36 publications

Touch interaction for children aged 3 to 6 years: Experimental findings and relationship to motor skills

Touch interaction for children aged 3 to 6 years: Experimental findings and relationship to motor skills

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

On the continuing problem of inappropriate learning measures: Comment on Wulf et al. (2014) and Wulf et al. (2015)

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