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

Full Abstract

This paper examines whether self-controlled feedback schedules enhance learning, because they are more tailored to the performers' needs than externally controlled feedback schedules. Participants practiced a sequential timing task. One group of learners (self-control) was provided with feedback whenever they requested it, whereas another group (yoked) had no influence on the feedback schedule. The self-control group showed learning benefits on a delayed transfer test. Questionnaire results revealed that self-control learners asked for feedback primarily after good trials and yoked learners preferred to receive feedback after good trials. Analyses demonstrated that errors were lower on feedback than no-feedback trials for the self-control group but not for the yoked group. Thus, self-control participants appeared to use a strategy for requesting feedback. This might explain learning advantages of self-controlled practice.

Author information

Author/s: Chiviacowsky, Suzete (S); Wulf, Gabriele (G);

Affiliation: School of Physical Education, Federal University of Pelotas, Brazil. schivi(-atsign-)terra.com.br

Journal and publication information

Publication Type: Clinical Trial; Journal Article; Randomized Controlled Trial; Research Support, Non-U.S. Gov't

Journal: Research quarterly for exercise and sport (Res Q Exerc Sport), published in United States. (Language: eng)

Reference: 2002-Dec; vol 73 (issue 4) : pp 408-15

Dates: Created 2002/12/23; Completed 2003/03/18; Revised 2006/11/15;

PMID: 12495242, status: MEDLINE (last retrieval date: 2/18/2009, IMS Date: )

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