Recent studies (Chiviacowsky & Wulf, 2002, 2005) have shown that learners prefer to receive feedback after they believe they had a “good” rather than “poor”trial. The present study followed up on this finding and examined whether learning would benefit if individuals received feedback after good relative to poor trials. Participants practiced a task that required them to throw beanbags at a target with their nondominant arm. Vision was prevented during and after the throws. All participants received knowledge of results (KR) on three trials in each 6-trial block. While one group (KR good) received KR for the three most effective trials in each block, another (KR poor) received feedback for the three least effective trials in each block. There were no group differences in practice. However, the KR good group showed learning advantages on a delayed retention test (without KR). These results demonstrated that learning is facilitated if feedback is provided after good rather than poor trials. The findings are interpreted as evidence for a motivational function of feedback.
Feedback After Good Trials Enhances Learning
Published 2007 in Research Quarterly for Exercise and Sport
ABSTRACT
PUBLICATION RECORD
- Publication year
2007
- Venue
Research Quarterly for Exercise and Sport
- Publication date
2007-03-01
- Fields of study
Medicine, Psychology
- Identifiers
- External record
- Source metadata
Semantic Scholar, PubMed
CITATION MAP
EXTRACTION MAP
CLAIMS
CONCEPTS
- beanbag throwing task
A motor practice task in which participants threw beanbags at a target with the nondominant arm.
- delayed retention test
A later no-feedback test used to evaluate whether learning persisted after practice.
- knowledge of results
Outcome feedback about performance results provided after selected trials in the practice blocks.
Aliases: KR
- kr good group
The feedback condition that received KR after the three most effective trials in each 6-trial block.
- kr poor group
The feedback condition that received KR after the three least effective trials in each 6-trial block.
- motivational function of feedback
The proposed role of feedback in influencing learning through its effect on motivation.
REFERENCES
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