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

Carter, Michael J.; Patterson, Jae T.

doi:10.1016/j.humov.2012.07.008

Cited by 43 publications

(45 citation statements)

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“…The findings of the acquisition phase indicated that regardless of the progress during the aforementioned phase, there was no significant difference among the three given groups. These findings were in line with the studies of Chiviacowsky and Wulf (2002Wulf ( , 2005, Chiviacowsky et al (2008Chiviacowsky et al ( , 2012, but they are in contrast with the results of Aiken et al (2012, Carter and Patterson (2012), Alikhani et al (2013), and Lim et al (2015). Friedrich and Mandl (1997) claimed that based on the cognitive view, the self-controlled condition put more pressure on the subjects.…”

Section: Discussionsupporting

confidence: 83%

“…The task difficulty should be adjusted according to the practitioners' skill level, because it should reach an optimum with regard to "challenge point" (Guadagnoli & Lee, 2004) in order to enhance skill acquisition and skill learning; a task difficulty which is lower or higher than optimum, will deteriorate the learning condition (Andrieux et al, 2012). Moreover, Carter and Patterson (2012) have referred to the effectiveness of self-control feedback on motor learning among youth rather than adults by drawing from strategic approach and error recognition. Research has shown that providing practice conditions with positive feelings at the time of performance results in enhanced self-confidence (Badami et al, 2012), and self-efficacy (Koka & Hein, 2003;Mouratidis, Vansteenkiste, Lens, & Sideridis, 2008).…”

Section: Introductionmentioning

confidence: 99%

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The effects of self-controlled and instructor-controlled feedback on motor learning and intrinsic motivation among novice adolescent taekwondo players

Goudini¹,

Ashrafpoornavaee²,

Farsi³

2019

Acta Gymnica

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augmented feedback during practice may lead the learner to develop a detrimental dependency on this type of feedback. This may result in better performance during practice but weak performance at transfer is an indication of poor motor learning (Salmoni, Schmidt, & Walter, 1984). Recent studies in this context have formulated a particular attitude toward motivational role of augmented feedback for motor learning (Wulf & Shea, 2004). These findings suggest that motivational role of feedback can have a direct effect on motor learning (Badami, VaezMousavi,

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Section: Discussionsupporting

confidence: 83%

Section: Introductionmentioning

confidence: 99%

The effects of self-controlled and instructor-controlled feedback on motor learning and intrinsic motivation among novice adolescent taekwondo players

Goudini¹,

Ashrafpoornavaee²,

Farsi³

2019

Acta Gymnica

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“…On the basis of Lewthwaite et al's (2015) conclusions, no differences in perceptions of autonomy or competence would be expected between the task-relevant and task-irrelevant groups, yet both should report significantly higher perceptions of autonomy and competence than would the no-choice group. Finally, we predicted that the taskrelevant group would demonstrate significantly more accurate error-estimation abilities than either the no-choice group (consistent with Carter et al, 2014;Carter & Patterson, 2012) and the task-irrelevant group, because neither of those groups would make a choice expected to provide any taskrelated processing benefits (Lewthwaite et al, 2015).…”

Section: )mentioning

confidence: 87%

“…Accordingly, we Ste-Marie, Carter, Law, Vertes, & Smith, 2016) continue to assert that choice over one's feedback schedule encourages information-processing activities such as error estimation that ultimately reduce uncertainty regarding task-performance that increases the relative permanence and/or generalizability of the acquired motor skill (also see Chiviacowsky & Wulf, 2005;Fairbrother, Laughlin, & Nguyen, 2012;Grand et al, 2015). Although it was expected that the task-relevant group would demonstrate greater error-estimation abilities in both retention and transfer on the basis of previous work Carter & Patterson, 2012), the data showed that the task-relevant group was numerically, but not statistically, more accurate in retention. The differences, however, were significant in transfer with the task-relevant group being superior to both the taskirrelevant and no-choice groups, whereas both the taskirrelevant and no-choice groups were not significantly different on either test.…”

Section: Task-relevantmentioning

confidence: 94%

“…Chiviacowsky and Wulf (2005) were the first to suggest error-estimation processes as a key determinant of the learning benefits of choice in motor learning; however, they did not have a measure to support this proposition. Since then, evidence for a greater relative contribution of informational factors including error-estimation Carter & Patterson, 2012), and more recently, augmented feedback processing (Grand et al, 2015) has accumulated in recent years. Further support comes from the finding that interposing the feedback-delay interval, which is when error-estimation processes are thought to naturally occur (Swinnen, 1988), with a secondary task eliminates the learning advantages of selfcontrolled feedback schedules .…”

Section: Task-relevantmentioning

confidence: 99%

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Not all choices are created equal: Task-relevant choices enhance motor learning compared to task-irrelevant choices

Carter

Ste-Marie

2017

Psychon Bull Rev

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Lewthwaite et al. (2015) reported that the learning benefits of exercising choice (i.e., their self-controlled condition) are not restricted to task-relevant features (e.g., feedback). They found that choosing one's golf ball color (Exp. 1) or choosing which of two tasks to perform at a later time plus which of two artworks to hang (Exp. 2) resulted in better retention than did being denied these same choices (i.e., yoked condition). The researchers concluded that the learning benefits derived from choice, whether irrelevant or relevant to the to-be-learned task, are predominantly motivational because choice is intrinsically rewarding and satisfies basic psychological needs. However, the absence of a group that made task-relevant choices and the lack of psychological measures significantly weakened their conclusions. Here, we investigated how task-relevant and task-irrelevant choices affect motor-skill learning. Participants practiced a spatiotemporal motor task in either a task-relevant group (choice over feedback schedule), a task-irrelevant group (choice over the color of an arm-wrap plus game selection), or a no-choice group. The results showed significantly greater learning in the task-relevant group than in both the task-irrelevant and no-choice groups, who did not differ significantly. Critically, these learning differences were not attributed to differences in perceptions of competence or autonomy, but instead to superior error-estimation abilities. These results challenge the perspective that motivational influences are the root cause of self-controlled learning advantages. Instead, the findings add to the growing evidence highlighting that the informational value gained from task-relevant choices makes a greater relative contribution to these advantages than motivational influences do.

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An interpolated activity during the knowledge-of-results delay interval eliminates the learning advantages of self-controlled feedback schedules

Carter

Ste-Marie

2016

Psychological Research

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The learning advantages of self-controlled knowledge-of-results (KR) schedules compared to yoked schedules have been linked to the optimization of the informational value of the KR received for the enhancement of one's error-detection capabilities. This suggests that information-processing activities that occur after motor execution, but prior to receiving KR (i.e., the KR-delay interval) may underlie self-controlled KR learning advantages. The present experiment investigated whether self-controlled KR learning benefits would be eliminated if an interpolated activity was performed during the KR-delay interval. Participants practiced a waveform matching task that required two rapid elbow extension-flexion reversals in one of four groups using a factorial combination of choice (self-controlled, yoked) and KR-delay interval (empty, interpolated). The waveform had specific spatial and temporal constraints, and an overall movement time goal. The results indicated that the self-controlled + empty group had superior retention and transfer scores compared to all other groups. Moreover, the self-controlled + interpolated and yoked + interpolated groups did not differ significantly in retention and transfer; thus, the interpolated activity eliminated the typically found learning benefits of self-controlled KR. No significant differences were found between the two yoked groups. We suggest the interpolated activity interfered with information-processing activities specific to self-controlled KR conditions that occur during the KR-delay interval and that these activities are vital for reaping the associated learning benefits. These findings add to the growing evidence that challenge the motivational account of self-controlled KR learning advantages and instead highlights informational factors associated with the KR-delay interval as an important variable for motor learning under self-controlled KR schedules.

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

Cited by 43 publications

References 50 publications

The effects of self-controlled and instructor-controlled feedback on motor learning and intrinsic motivation among novice adolescent taekwondo players

The effects of self-controlled and instructor-controlled feedback on motor learning and intrinsic motivation among novice adolescent taekwondo players

Not all choices are created equal: Task-relevant choices enhance motor learning compared to task-irrelevant choices

An interpolated activity during the knowledge-of-results delay interval eliminates the learning advantages of self-controlled feedback schedules

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