title: Self-controlled feedback enhances learning in adults with Down syndrome.
abstract: BACKGROUND
  One factor that has consistently been shown to enhance learning in typical participants is self-controlled practice.
  
  
  OBJECTIVE
  The purpose of the present study was to examine whether the learning benefits of self-controlled feedback found previously in non-disabled adults would also be found in adults with Down syndrome.
  
  
  METHODS
  Participants with Down syndrome practiced a linear positioning task. In the self-control group, learners were provided with feedback about the movement outcome at their request. Each participant in the yoked group received the same feedback schedule as their counterpart in the self-control group.
  
  
  RESULTS
  Learning was assessed by a retention test, consisting of 10 trials without feedback, one day later. The self-control group demonstrated more effective learning of the task than the yoked group.
  
  
  CONCLUSIONS
  Self-controlled feedback enhanced motor learning in participants with Down syndrome.
authors.affiliation: School of Physical Education, Universidade Federal de Pelotas, Pelotas, RS, Brazil. 　schivi@terra.com.br
authors.forename: Suzete
authors.initials: S
authors.lastname: Chiviacowsky
authors.forename: Gabriele
authors.initials: G
authors.lastname: Wulf
authors.forename: Camila
authors.initials: C
authors.lastname: Machado
authors.forename: Nels
authors.initials: N
authors.lastname: Rydberg
mesh_terms: D000293:Adolescent; D000328:Adult; D004314:Down Syndrome / Q000534:rehabilitation*; D025461:Feedback, Physiological; D005260:Female; D006801:Humans; D007858:Learning / Q000502:physiology*; D008297:Male; D055815:Young Adult