Controlling absolute frequency of feedback in a selfcontrolled situation enhances motor learning

Min Jen Tsai, Hank Jwo

研究成果: 雜誌貢獻文章

2 引文 斯高帕斯(Scopus)

摘要

The guidance hypothesis suggested that excessive extrinsic feedback facilitates motor performance but blocks the processing of intrinsic information. The present study tested the tenet of guidance hypothesis in self-controlled feedback by controlling the feedback frequency. The motor learning effect of limiting absolute feedback frequency was examined. Thirty-six participants (25 men, 11 women; M age = 25.1 yr., SD = 2.2) practiced a hand-grip force control task on a dynamometer by the non-dominant hand with varying amounts of feedback. They were randomly assigned to: (a) Self-controlled, (b) Yoked with self-controlled, and (c) Limited self-controlled conditions. In acquisition, two-way analysis of variance indicated significantly lower absolute error in both the yoked and limited self-controlled groups than the self-controlled group. The effect size of absolute error between trials with feedback and without feedback in the limited self-controlled condition was larger than that of the self-controlled condition. In the retention and transfer tests, the Limited self-controlled feedback group had significantly lower absolute error than the other two groups. The results indicated an increased motor learning effect of limiting absolute frequency of feedback in the self-controlled condition.

原文英語
頁(從 - 到)746-758
頁數13
期刊Perceptual and Motor Skills
121
發行號3
DOIs
出版狀態已發佈 - 2015 十二月

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Sensory Systems

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