Self-controlled feedback is effective if it is based on the learner's performance

Res Q Exerc Sport. 2005 Mar;76(1):42-8. doi: 10.1080/02701367.2005.10599260.

Abstract

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.

MeSH terms

  • Adult
  • Feedback*
  • Female
  • Humans
  • Learning*
  • Male
  • Motor Skills
  • Self Efficacy*
  • United States