Related Experiment Video
Updated: May 29, 2025
11:54
Real-Time Proxy-Control of Re-Parameterized Peripheral Signals using a Close-Loop Interface
Published on: May 8, 2021
4.3K
The information gain of explicitly provided over self-generated contextual knowledge for behavioral control.
Lukas Magnaguagno1, Stephan Zahno1, Ernst-Joachim Hossner1
1Institute of Sport Science, University of Bern, Bern, Switzerland.
Plos One
|February 7, 2025
Summary
Experts benefit from explicit instructions in time-pressured decisions, while near-experts need certain information. Self-generated knowledge improved performance without explicit learning.
Area of Science:
- Sports Science
- Cognitive Psychology
- Human-Computer Interaction
Background:
- Humans use contextual knowledge to manage uncertainty and control behavior in time-sensitive situations.
- The benefit of explicitly provided contextual information in complex, real-world scenarios remains unclear.
- Understanding how expertise influences the processing of explicit versus self-generated information is crucial for optimizing training.
Purpose of the Study:
- To investigate the information gain from explicitly provided contextual information.
- To examine how expertise, information uncertainty, and acquisition phase affect performance in a defensive task.
- To compare the effects of explicit instruction versus self-generation of contextual knowledge.
Main Methods:
- Virtual reality defensive task involving female handball players (experts and near-experts).
- Manipulation of information acquisition (explicit instruction vs. self-generation) and information certainty (67% vs. 83% consistency).
- Measurement of player positioning and an explicit knowledge test for pattern detection.
Main Results:
- All groups improved defensive positioning, indicating enhanced behavioral control.
- No difference in explicit knowledge acquisition between explicit instruction and self-generation conditions.
- Experts benefited more from explicit instructions, while near-experts showed gains only with highly certain information.
Conclusions:
- Performance improvements in self-generated knowledge groups were not linked to explicit knowledge accumulation.
- Expertise level critically moderates the effectiveness of explicit information provision.
- Future research should adopt a nuanced approach, considering individual differences (gender, age, personality) in explicit versus self-generated knowledge acquisition.
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