On Whether Task Experience of the Peer Differentially Impacts Feedback Scheduling and Skill Acquisition of a Learner

Frontiers in Psychology

article

Jae Todd Patterson¹  Matthew McRae¹  Steve Hansen² 

[1] Department of Kinesiology, Brock University;Faculty of Education & Professional Studies, School of Physical and Health Education, Nipissing University

关键词: motor learning;    knowledge of results;    feedback;    self-control;    practice schedule;   

DOI  :  10.3389/fpsyg.2019.01987

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

Previous research has shown that peers without task experience provided knowledge of results (KR) as effectively as performers who self-controlled their own KR schedule ( McRae et al., 2015 ). In the present experiment, a group of participants first practiced a motor task while self-controlling their KR during a defined acquisition period. Twenty-four hours after their last retention trial, these participants with motor experience then provided KR to a learner during their skill acquisition. Participants were required to learn a serial-timing task with a goal of 2,500 ms. Participants completed a defined acquisition period and then returned 24 h later for a retention test. In retention, learners who received KR from experienced peers were predicted to outperform learners who received KR from inexperienced peers. The results showed that performers learned the task similarly, independent of the peer’s previous task experience. However, the peer groups differed in their frequency of providing KR to the learner and showed a discrepancy between their self-reported KR provision strategy and when they actually provided KR. The results have theoretical implications for understanding the impact of self-control in motor learning contexts.

【 授权许可】

CC BY