Citation

Figueiredo LS, Ugrinowitsch H, Freire AB, Shea JB, Benda RN. Percept. Mot. Skills 2018; 125(2): 400-416.

Affiliation

28114 Universidade Federal de Minas Gerais , Belo Horizonte, Brazil.

Copyright

(Copyright © 2018, SAGE Publishing)

DOI

10.1177/0031512517753503

PMID

29350078

Abstract

Providing the learner control over aspects of practice has improved the process of motor skill acquisition, and self-controlled knowledge of results (KR) schedules have shown specific advantages over externally controlled ones. A possible explanation is that self-controlled KR schedules lead learners to more active task involvement, permitting deeper information processing. This study tested this explanatory hypothesis. Thirty undergraduate volunteers of both sexes, aged 18 to 35, all novices in the task, practiced transporting a tennis ball in a specified sequence within a time goal. We compared a high-involvement group (involvement yoked, IY), notified in advance about upcoming KR trials, to self-controlled KR (SC) and yoked KR (YK) groups. The experiment consisted of three phases: acquisition, retention, and transfer. We found both IY and SC groups to be superior to YK for transfer of learning. Postexperiment participant questionnaires confirmed a preference for receiving KR after learner-perceived good trials, even though performance on those trials did not differ from performance on trials without KR. Equivalent IY and SC performances provide support for the benefits of task involvement and deeper information processing when KR is self-controlled in motor skill acquisition.

Language: en

Keywords

feedback; motor learning; self-control; task involvement