Self-controlled feedback: does it enhance learning because performers get feedback when they need it?
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.
Chiviacowsky
Suzete
S
School of Physical Education, Federal University of Pelotas, Brazil. schivi@terra.com.br
Wulf
Gabriele
G
D000328:Adult; D030141:Feedback, Psychological / Q000502:physiology*; D005260:Female; D006801:Humans; D007858:Learning / Q000502:physiology*; D008297:Male; D012153:Retention, Psychology / Q000502:physiology; D013647:Task Performance and Analysis; D014163:Transfer, Psychology / Q000502:physiology