Balancing Our Perceptions of the Efficacy of Success-Based Feedback Manipulations on Motor Learning

Abstract

ABSTRACT. We report two experiments evaluating the impact of success-related feedback on learning of a balance task. In Exp. 1, we studied the influence of lax and conservative outcome feedback, as well as large vs. small improvements in outcome feedback on balance learning. Despite impacts on competency, there were no between-group differences in actual performance or learning. Because no comparative information was provided in Exp. 1, we tested four further groups that either did or did not receive positive or negative comparative feedback (Exp. 2). Although the manipulations influenced competency and arousal, again, there was no impact on balance outcomes. These data cast doubt on the assertions made in the OPTIMAL theory that perceptions of success are moderators of motor learning.

Keywords:

• errorless learning
• motivation
• perceived competency
• self-efficacy
• social-comparison

Notes

1. Hereafter we use the term “success perceptions” to encompass both competency and success-related perceptions.

2. To avoid a performance ceiling effect for the Easy group or too easy a criterion for the Difficult group, we piloted which criteria resulting in percentage TOT scores that mirrored the success rates of ∼ 50% for successful groups and < 10% for less successful groups reported in earlier studies (Chiviacowsky et al., 2012; Trempe et al., 2012).

3. Three participants (1 from Pos-Control and 2 from Negative group) were excluded from the general linear analysis (GLM) of repeated measures ANOVA due to missing heart rate data. A linear mixed model analysis, which retained the valid data from the excluded participants, showed the same effects as the GLM analysis.