Self-controlled feedback is effective if it is based on the learner's performance.
The study follows up on the contention that self-controlled feedback schedules benefit learning because they are more tailored to the performers' needs than externally controlled feedback schedules (Chiviacowsky & Wulf, 2002). Under this assumption, one would expect learning advantages for individuals who decide whether they want to receive feedback after a trial rather than before a trial. Participants practiced a sequential timing task, and all could decide the trials on which they received feedback. One group ("self-after") decided after every trial whether they wanted to receive feedback for that trial while another group ("self-before") made that decision before each trial The self-after group showed learning benefits on a delayed transfer test (novel absolute timing requirements) with regard to overall timing and relative-timing accuracy. Thus, self-controlled feedback was more effective when the learner could make a decision about receiving feedback after the trial. This seems to support the view that self-controlled feedback benefits learning, because learners can make a decision about feedback based on their performance on a given trial.
Chiviacowsky
Suzete
S
School of Physical Education, Federal University of Pelotas, Brazil. schivi@terra.com.br
Wulf
Gabriele
G
D000328:Adult; D005246:Feedback; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D009048:Motor Skills; D020377:Self Efficacy; D014481:United States