Normative Feedback Effects on Learning a Timing Task

Abstract

This study investigated the influence of normative feedback on learning a sequential timing task. In addition to feedback about their performance per trial, two groups of participants received bogus normative feedback about a peer group's average block-to-block improvement after each block of 10 trials. Scores indicated either greater (better group) or less (worse group) than the average improvement, respectively. On the transfer test 1 day later, which required producing novel absolute movement times, the better group demonstrated more effective learning than the worse group. These findings add to the mounting evidence that motivational factors affect motor skill learning.

Key words:

• Knowledge of results
• Motivation
• Motor learning
• Social comparison

Additional information

Notes on contributors

Gabriele Wulf

Please address correspondence concerning this article to Gabriele Wulf, Department of Kinesiology, University of Nevada-Las Vegas, 4505 Maryland Parkway, Las Vegas, NV 89154-3034.