Examining the impact of error estimation on the effects of self-controlled feedback.

Two experiments were conducted that examined the motivational and informational perspectives concerning learning advantages from self-controlled practice. Three groups were tasked with learning a novel skill; self-controlled (SC), yoked traditional (YT), and yoked with error estimation required during the acquisition phase (YE). Results from the delayed learning measures showed the YE group performed better than the SC and YT groups, for Expt. 1. A similar pattern emerged for Expt. 2, albeit, this was not significant. While there were no motivation differences across the groups in either experiment, a strong correlation in Expt. 2 was shown between error estimation capabilities, which were best for the YE group, and learning. These combined results suggest that informational processes contribute more to the self-controlled feedback learning advantage, relative to motivational contributions.

Trait anxiety and goal difficulty on learning to climb the Bachman ladder.

This study examined the effects of trait anxiety and goal setting on learning of the Bachman ladder. It was hypothesized that easy goals would increase learning for individuals with high trait anxiety while hard goals would increase learning for individuals with low trait anxiety. 80 high school students (40 boys, 40 girls; M age = 15 yr., SD = 1.0) filled out the Brazilian State-Trait Anxiety Inventory (STAI) for trait anxiety. The experiment was divided into four phases: acquisition, immediate transfer (after 5 min.), delayed transfer, and retention (after 24 hr.). On the transfer phases, the participants started climbing the ladder with the foot opposite of that used in acquisition. Participants were assigned to one of four experimental groups combining high and low anxiety traits and hard and easy goals. Variances were analyzed with repeated measurements on the last factor of all phases. The results showed the performance increased during the acquisition phase and no effects were observed in any phases.

Self-controlled amount of practice benefits learning of a motor skill.

Self-control over factors involving task-related information (e.g, feedback) can enhance motor learning. It is unknown if these benefits extend to manipulations that do not directly affect such information. The purpose of this study was to determine if self-control over the amount of practice would also facilitate learning Participants learned to throw a dart using their nonpreferred hand. The self-control (SC) group decided when to stop practice. The yoked group completed the same number of trials as their SC counterparts. Results revealed the SC group was more accurate during transfer and in recalling the number of trials completed. These findings indicate that self-control benefits extend to factors that do not directly alter task-related information.