Self-controlled learning

Ste-Marie, Diane M.; Carter, Michael J.; Yantha, Zachary

doi:10.4324/9781351189750-7

Cited by 12 publications

(8 citation statements)

References 1 publication

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“…Self-control of feedback has received a great deal of research interest, and the results of many studies indicate that providing learners opportunities to make decisions enhances their learning, as measured in retention or transfer tests (Fairbrother, 2019; Sanli et al., 2012; Ste-Marie et al., 2019). However, exceptions to this conclusion have been reported (e.g., Bokums et al., 2012; Carter & Patterson, 2012; Patterson & Lee, 2010).…”

Section: Discussionmentioning

confidence: 99%

“…This feedback strategy allows learners to choose when to receive augmented feedback while practicing a motor skill. Most research examining the effects of self-control of feedback has shown that it enhances learning (for reviews see Fairbrother, 2019; Sanli et al., 2012; Ste-Marie et al., 2019). The underlying mechanism for this effect, however, remains unclear.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, most studies addressing the effects of KR frequency and self-control of feedback have utilized relatively simple motor learning tasks in highly controlled conditions, which may render generalizing conclusions to learning complex tasks in real world environments questionable (e.g. Chiviacowsky et al., 2005; Ste-Marie et al., 2019; Wulf & Shea, 2002). Therefore, the purpose of this study was to compare self-controlled feedback to varied frequencies of KR on the learning of a gross motor learning task that is common in sport.…”

Section: Introductionmentioning

confidence: 99%

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Optimizing Feedback Frequency in Motor Learning: Self-Controlled and Moderate Frequency KR Enhance Skill Acquisition

Hébert

Coker

2021

Percept Mot Skills

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The purpose of this study was to compare the relative effects of self-controlled knowledge of results (SCKR) to other KR schedules of varying relative frequency (25%, 50%, and 100% of acquisition trials) on motor skill learning. Participants received basic instructions on the soccer overhead throw and then performed 50 acquisition trials, during which KR was provided according to the assigned schedule, followed by a retention test, during which no KR was provided. Retention scores were highest for the SCKR and 50% KR frequency groups who shared comparable absolute KR frequency and distribution relative to successful versus unsuccessful trials. These results indicated that both self-control and moderate frequency feedback enhanced learning, supporting an inverted U-shaped effect of feedback frequency on skill acquisition.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Optimizing Feedback Frequency in Motor Learning: Self-Controlled and Moderate Frequency KR Enhance Skill Acquisition

Hébert

Coker

2021

Percept Mot Skills

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“…1It should be noted that other researchers have instead presented an information-processing explanation for the self-controlled learning advantages (see Ste-Marie et al, 2019, for a recent discussion of the motivational and information-processing explanations). We acknowledge this view here; however, unlike previous experiments (e.g., Barros et al, 2019; Carter et al, 2014; Carter & Ste-Marie, 2017a, 2017b; Couvillion et al, 2020; Woodard & Fairbrother, 2020) the current experiment was not designed to test between explanations.…”

mentioning

confidence: 99%

“…A popular recommendation in recent years for creating an effective environment for motor skill learning has been to allow the learner to take control over an element of their practice that is traditionally controlled by a coach, therapist, or teacher (Sanli et al, 2013; Ste-Marie et al, 2019). This recommendation is based on the consistent finding that participants in a self-controlled (i.e., choice) group perform with higher proficiency compared with participants in a yoked (i.e., control) group on delayed retention and/or transfer tests.…”

mentioning

confidence: 99%

Increased perceptions of autonomy through choice fail to enhance motor skill retention.

Williams¹,

Balbaa²,

Poskus³

et al. 2022

Journal of Experimental Psychology: Human Perception and Perfor

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There has been growing research interest in the effects that motivation plays in motor learning, and specifically how autonomy, competence, and social relatedness may directly benefit the learning process. Here, we present a preregistered manipulation of autonomy-support by providing learners with choice during the practice of a speed cup-stacking task. One group was given control over when a video demonstration was provided and the viewing speed. A yoked control group received an identical demonstration schedule, but without choice (as their schedule was matched to a participant with choice). Critically, we addressed a gap in the literature by adding a yoked group who was explicitly told that they were being denied choice and that their schedule was chosen by another participant. We found no statistically significant learning differences between groups, despite finding evidence that providing choice increased perceived autonomy. Equivalence tests further showed that although the groups were not statistically equivalent, the effect size is likely too small to practically study the effects of autonomy-support through choice in most motor learning labs. These findings add to a growing body of research that questions a causal role of autonomy-support on motor learning, and the robustness of the so-called self-controlled learning advantage. Public Significance StatementThe present study suggests that although university-aged students may experience a boost in feelings of autonomy when given choice over features of their learning environment, this boost may not enhance learning of a new motor skill. Our results also highlight the need for higher powered and preregistered motor learning experiments if coaches and practitioners are to be provided with reliable recommendations for training and rehabilitation protocols.

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