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Self-controlled feedback: does it enhance learning because performers get feedback when they need it?

Suzete Chiviacowsky1, Gabriele Wulf

  • 1School of Physical Education, Federal University of Pelotas, Brazil. schivi@terra.com.br

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PubMed
Summary
This summary is machine-generated.

Self-controlled feedback schedules, where learners request feedback, enhance skill acquisition compared to yoked schedules. This learning benefit stems from participants strategically using feedback, particularly after successful trials.

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Area of Science:

  • Motor Learning
  • Cognitive Psychology
  • Educational Psychology

Background:

  • Externally controlled feedback schedules are common in skill acquisition research.
  • The effectiveness of self-controlled feedback (SCF) schedules, tailored to individual needs, is under investigation.
  • Understanding how learners utilize feedback is crucial for optimizing learning.

Purpose of the Study:

  • To investigate whether self-controlled feedback schedules improve learning outcomes compared to externally controlled schedules.
  • To explore the strategies learners employ when given control over feedback delivery.
  • To determine if learner-initiated feedback requests correlate with learning gains.

Main Methods:

  • Participants engaged in a sequential timing task.
  • Two groups were formed: a self-control group that requested feedback and a yoked group with a predetermined feedback schedule.
  • Questionnaires assessed feedback preferences, and performance was evaluated on a delayed transfer test.

Main Results:

  • The self-control group demonstrated significant learning benefits on the delayed transfer test.
  • Self-control learners requested feedback more frequently after successful trials.
  • Errors decreased on feedback trials for the self-control group, but not for the yoked group.

Conclusions:

  • Self-controlled feedback schedules can enhance motor learning, likely due to strategic feedback utilization.
  • Learners in self-controlled conditions appear to develop effective strategies for using feedback to improve performance.
  • The findings support the integration of self-controlled practice elements in instructional design for skill acquisition.