Learning effects of self-controlled practice scheduling for children and adults: are the advantages different?

The benefit of providing learners control over their repetition schedule during multi-task learning has been limited to adult samples. Recently, differences in self-controlled strategies, such as frequent requests for knowledge of results by children (10 years) compared to adults have been reported. The purpose of the present experiment was to assess the benefits of a self-controlled repetition schedule during multi-task learning for children compared to adults. Twenty-four children (M age = 11.7 yr., SD = 2.0) and 24 adults (M age = 22.0 yr., SD = 2.2) completed 36 acquisition (12 per sequence) and 12 retention trials (4 per sequence) over two days for a key-pressing task. Half the adults (n = 12) and half the children (n = 12) chose the order in which to practice the three sequences during acquisition. The remaining participants practiced under the repetition schedule of a self-controlled counterpart. The dependent variables were the total time to complete the trial and the success of the motor trial (successful or unsuccessful). No differences were observed in the total number of times participants switched from one sequence to another in acquisition for the children and adults in the self-controlled condition. In retention, the proportion of error trials did not differ between the children and adults. The main effect for self-controlled vs yoked conditions indicated superior learning for the self-controlled conditions independent of age.