Knowledge of Results After Good Trials Enhances Learning in Older Adults

Chiviacowsky, Suzete; Wulf, Gabriele; Wally, Raquel; Borges, Thiago Terra

doi:10.1080/02701367.2009.10599606

Cited by 63 publications

(66 citation statements)

References 24 publications

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“…The findings showed that those who received feedback after their good trials in the retention tests scored better than those who received feedback after their poor trials. These results confirmed the findings of Saemi et al (2011), Badami et al (2011), and Chiviacowsky et al (2009. It seems that providing feedback after good trials instead of poor trials facilitates the learning of continuous tasks.…”

Section: Discussionsupporting

confidence: 82%

“…These results were repeated in the studies of Chiviacowsky et al (2009), Saemi et al (2012, and Badami et al (2012) on the effect of feedback after good and successful trials. Since the studies done in good and poor trials utilized single tasks, we made use of continuous motor tasks to highlight the effects of feedback after good trials and poor trials on them.…”

Section: Introductionmentioning

confidence: 95%

“…Diverse studies are conducted in feedback after good and poor trials area (Badami et al, 2012;Chiviacowsky & Wulf, 2002, 2007Chiviacowsky et al, 2009). They tackled providing motivation in people; but, a study focusing on the comparison of the effect of feedback after good and poor trials in a selfcontrolled state related to improving the performance and learning processes of continuous motor tasks has not been conducted yet.…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, feedback after good and poor trials is a type of self-controlled feedback which is provided for the best and worst trials based on the participants' demands. In most of the studies done in feedback after good and poor trials, such as an overhand throwing task (Chiviacowsky & Wulf, 2002, 2007Chiviacowsky et al, 2009;Saemi, Porter, Ghotbi-Varzaneh, Zarghami, & Maleki, 2012) and Golf putting task (Badami, VaezMousavi, Wulf, & Namazizadeh, 2011) were used. All these studies are a single task in which the movement plan is scheduled prior to performance.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

The effect of feedback after good and poor trials on the continuous motor tasks learning

Goudini¹,

Saemi²,

Ashrafpoornavaee³

et al. 2018

Acta Gymnica

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Section: Discussionsupporting

confidence: 82%

Section: Introductionmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The effect of feedback after good and poor trials on the continuous motor tasks learning

Goudini¹,

Saemi²,

Ashrafpoornavaee³

et al. 2018

Acta Gymnica

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“…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

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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Motor Control, Motor Learning, and Neural Plasticity in Orthotic and Prosthetic Rehabilitation

Lusardi¹,

Bowers²

2020

Orthotics and Prosthetics in Rehabilitation

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Knowledge of Results After Good Trials Enhances Learning in Older Adults

Cited by 63 publications

References 24 publications

The effect of feedback after good and poor trials on the continuous motor tasks learning

The effect of feedback after good and poor trials on the continuous motor tasks learning

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

Motor Control, Motor Learning, and Neural Plasticity in Orthotic and Prosthetic Rehabilitation

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