Self-Controlled Feedback: Does it Enhance Learning Because Performers Get Feedback When They Need It?
- 1 December 2002
- journal article
- research article
- Published by Taylor & Francis Ltd in Research Quarterly for Exercise and Sport
- Vol. 73 (4), 408-415
- https://doi.org/10.1080/02701367.2002.10609040
Abstract
This paper examines whether self-controlled feedback schedules enhance learning, because they are more tailored to the performers' needs than externally controlled feedback schedules. Participants practiced a sequential timing task. One group of learners (self-control) was provided with feedback whenever they requested it, whereas another group (yoked) had no influence on the feedback schedule. The self-control group showed learning benefits on a delayed transfer test. Questionnaire results revealed that self-control learners asked for feedback primarily after good trials andyoked learners preferred to receive feedback after good trials. Analyses demonstrated that errors were lower on feedback than no-feedback trials for the self-control group but not for the yoked group. Thus, self-control participants appeared to use a strategy for requesting feedback. This might explain learning advantages of self-controlled practice.Keywords
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