title: Self-controlled practice enhances motor learning in introverts and extroverts.
abstract: OBJECTIVE
  The purpose of the present study was to investigate the effects of self-controlled feedback on the learning of a sequential-timing motor task in introverts and extroverts.
  
  
  METHODS
  Fifty-six university students were selected by the Eysenck Personality Questionnaire. They practiced a motor task consisting of pressing computer keyboard keys in a specific spatial and temporal pattern. The experiment consisted of practice, retention, and transfer phases. The participants were distributed into 4 groups, formed by the combination of personality trait (extraversion/introversion) and type of feedback frequency (self-controlled/yoked).
  
  
  RESULTS
  The results showed superior learning for the groups that practiced in a self-controlled schedule, in relation to groups who practiced in an externally controlled schedule, F(1, 52) = 4.13, p < .05, eta2 = .07, regardless of personality trait.
  
  
  CONCLUSIONS
  We conclude that self-controlled practice enhances motor learning in introverts and extroverts.
authors.forename: Angélica
authors.initials: A
authors.lastname: Kaefer
authors.forename: Suzete
authors.initials: S
authors.lastname: Chiviacowsky
authors.forename: Cassio de Miranda
authors.initials: Cde M
authors.lastname: Meira
authors.forename: Go
authors.initials: G
authors.lastname: Tani
mesh_terms: D005120:Extraversion, Psychological; D005246:Feedback; D005260:Female; D006801:Humans; D007439:Introversion, Psychological; D007858:Learning; D008297:Male; D009048:Motor Skills; D010555:Personality Inventory; D013334:Students / Q000523:psychology*; D014495:Universities; D055815:Young Adult