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Related Experiment Video

Updated: Jul 16, 2026

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients

Published on: June 12, 2020

Self-controlled practice of decision-making skills.

Daniel Memmert¹

¹Ruprecht-Karls-University Heidelberg, Germany. Danel.Memmert@urz.uni-heidelberg.de

Perceptual and Motor Skills

|March 1, 2007

Summary

Self-controlled practice enhances learning of cognitive decision-making skills. Participants with self-controlled practice showed better long-term retention of tic-tac-toe skills compared to a control group.

Area of Science:

Cognitive Psychology
Motor Learning
Skill Acquisition

Background:

Self-controlled practice allows learners to choose when to practice, potentially impacting skill acquisition.
Understanding how practice control influences cognitive decision-making is crucial for effective learning strategies.
Previous research highlights the benefits of autonomy in learning, but specific effects on cognitive skills require further investigation.

Purpose of the Study:

To investigate the impact of self-controlled practice on learning cognitive decision-making skills.
To compare learning and retention performance between self-controlled and yoked-control groups.
To analyze how participants utilize available practice time in self-controlled learning environments.

Main Methods:

Related Experiment Videos

Last Updated: Jul 16, 2026

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients

Published on: June 12, 2020

Thirty college students (ages 22-29) were assigned to either a self-controlled practice or yoked-control condition.

Participants practiced the cognitive decision-making task of tic-tac-toe.

Learning and retention were assessed via game success and decision-making time at three intervals: pre-training, immediately post-training, and 3 weeks post-training.

Main Results:

Both self-controlled and yoked-control groups demonstrated significant learning and retention of tic-tac-toe skills.
No significant differences in performance were observed during the acquisition phase between the two groups.
The self-controlled practice group exhibited superior performance on the retention test compared to the yoked-control group.

Conclusions:

Self-controlled practice leads to enhanced long-term retention of cognitive decision-making skills.
Learner autonomy in practice scheduling positively influences the durability of learned skills.
The findings suggest that allowing individuals control over their practice can improve skill retention over time.