Normative feedback effects on learning a timing task.
This study investigated the influence of normative feedback on learning a sequential timing task. In addition to feedback about their performance per trial, two groups of participants received bogus normative feedback about a peer group's average block-to-block improvement after each block of 10 trials. Scores indicated either greater (better group) or less (worse group) than the average improvement, respectively. On the transfer test 1 day later which required producing novel absolute movement times, the better group demonstrated more effective learning than the worse group. These findings add to the mounting evidence that motivational factors affect motor skill learning.
Department of Kinesiology, University of Nevada-Las Vegas, 89154-3034, USA. gabriele.wulf@unlv.edu
Gabriele
G
Wulf
Suzete
S
Chiviacowsky
Rebecca
R
Lewthwaite
D005246:Feedback; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D009042:Motivation; D009048:Motor Skills / Q000502:physiology*; D013647:Task Performance and Analysis; D055815:Young Adult