Feedback After Good Trials Enhances Learning

Chiviacowsky, Suzete; Wulf, Gabriele

doi:10.1080/02701367.2007.10599402

Cited by 208 publications

(134 citation statements)

References 26 publications

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“…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. In fact, subsequent studies demonstrated that learning was enhanced when feedback was provided after relatively good rather than poor trials 39 , presumably due to the enhanced intrinsic motivation resulting from "positive" feedback [40][41][42] . A preference for feedback after good trials was not evident for participants in the present study.…”

Section: Discussionmentioning

confidence: 99%

Self-controlled feedback enhances learning in adults with Down syndrome

Chiviacowsky¹,

Wulf²,

Machado³

et al. 2012

Rev. bras. fisioter.

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Section: Discussionmentioning

confidence: 99%

Self-controlled feedback enhances learning in adults with Down syndrome

Chiviacowsky¹,

Wulf²,

Machado³

et al. 2012

Rev. bras. fisioter.

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“…Human beings appear to have a propensity to prefer positive information about themselves, such as positive feedback about their performance (Chiviacowsky & Wulf, 2007) or physical fitness, athleticism, health, and physical attractiveness (Ennigkeit & Hänsel, 2014). While these preferences may simply imply a preference for states of positive over negative affect without performance implications, they may reflect people's (implicit) knowledge of the beneficial consequences of this type of feedback for motivation, performance, and learning.…”

Section: Interim Summary: Enhanced Expectanciesmentioning

confidence: 99%

“…An underappreciated function of feedback in the motor learning literature has been its influence on the performer's motivational state. In a series of recent studies, providing learners with feedback after "good" trials, compared with "poor" trials, resulted in more effective learning (Badami, VaezMousavi, Wulf, & Namazizadeh, 2012;Chiviacowsky & Wulf, 2007;Chiviacowsky, Wulf, Wally, & Borges, 2009;Saemi, Porter, Ghotbi-Varzaneh, Zarghami, & Maleki, 2012;Saemi, Wulf, Varzaneh, & Zarghami, 2011). In those studies, feedback about task performance was given after blocks of trials.…”

Section: Positive Feedbackmentioning

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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“…According to the evidence, repetition of a good performance pattern is easier than changing a performance pattern for correcting error. In addition, it leads to implicit learning (Chiviacowsky & Wulf, 2007). Furthermore, the findings the present study indicated that most of the participants tend to receive feedback after their good trials rather than their weak trials.…”

Section: Discussionmentioning

confidence: 64%

“…Probably, another factor influential in the superiority of the group with good trials over the group with poor trials is the subjects' tendency to receive feedback after their good trials (Badami et al, 2011;Chiviacowsky & Wulf, 2005). The superiority of the group with feedback after good trials over the group with feedback after poor trials may originate from the motivational effect of feedback (Badami et al, 2012;Chiviacowsky & Wulf, 2007) and the probable escalation of self-confidence in the group with the feedback after the good trials which left its effect in the retention test upon removal. Successful experience increase self-confidence and the beliefs which form in the subject on account of the kind of feedback anticipate the function (Fitzsimmons, Landers, Thomas, & van der Mars, 1991).…”

Section: Discussionmentioning

confidence: 99%