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Self-Controlled Feedback and Learner Impulsivity in Sequential Motor Learning.

Bárbara P Ferreira1, Leandro F Malloy-Diniz1, Juliana O Parma1

  • 11 Universidade Federal de Minas Gerais, Belo Horizonte, Brazil.

Perceptual and Motor Skills
|November 7, 2018
PubMed
Summary
This summary is machine-generated.

Learner impulsivity, not self-controlled feedback, influenced motor skill learning. Low-impulsivity individuals excelled at absolute timing, while high-impulsivity individuals focused on relative timing in a sequential motor task.

Keywords:
automatic processingcognitive stylesimpulsivityknowledge of resultsreflexive processing

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Area of Science:

  • Motor learning and cognitive psychology.
  • Executive functions and attentional control.
  • Human motor skill acquisition.

Background:

  • Self-controlled feedback is often linked to enhanced motor learning via increased cognitive engagement.
  • Individual differences, such as impulsivity, may modulate cognitive processing during motor skill acquisition.
  • The interplay between feedback control and learner characteristics remains an area for exploration.

Purpose of the Study:

  • To investigate the interaction between self-controlled knowledge of results (KR) and learner impulsivity in a sequential motor task.
  • To determine if impulsivity levels moderate the effects of self-controlled KR on motor learning.
  • To examine how different impulsivity levels influence attentional strategies towards task dimensions.

Main Methods:

  • Sixty participants, selected for high (n=30) and low (n=30) impulsivity scores, practiced a sequential key-pressing motor task.
  • Participants were assigned to either self-controlled absolute KR or yoked KR conditions.
  • Performance was assessed on absolute and relative timing dimensions during a transfer task.

Main Results:

  • No significant interaction was found between impulsivity and self-controlled KR; self-controlled KR did not universally benefit learning.
  • Low-impulsivity learners outperformed high-impulsivity learners on the absolute timing dimension.
  • High-impulsivity learners demonstrated superior performance on the relative timing dimension.
  • Attentional switching differed, with low-impulsivity learners engaging both absolute and relative dimensions, while high-impulsivity learners focused on relative timing.

Conclusions:

  • Learner impulsivity, rather than self-controlled feedback, appears to be a critical factor in motor learning.
  • Distinct cognitive styles associated with high and low impulsivity differentially impact learning of absolute and relative task dimensions.
  • Self-controlled KR may not be universally beneficial and its effects can be overshadowed by individual cognitive characteristics.