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ERIC Number: EJ699353
Record Type: Journal
Publication Date: 2005-Mar
Pages: 7
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0270-1367
EISSN: N/A
Available Date: N/A
Self-Controlled Feedback Is Effective if It Is Based on the Learner's Performance
Chiviacowsky, Suzete; Wulf, Gabriele
Research Quarterly for Exercise and Sport, v76 n1 p42-48 Mar 2005
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.
American Alliance for Health, Physical Education, Recreation & Dance, 1900 Association Dr., Reston, VA 20191-1598. Web site: http://www.aahperd.org.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A