Self-Controlled Feedback Is Effective if It Is Based on the Learner's Performance

The study follows up on the contention that self-controlled feedback schedules benefit learning, because they are more tailored to the performers' needs than externally controlled feedback schedules (Chiviacowsky & Wulf, 2002). Under this assumption, one would expect learning advantages for individuals who decide whether they want to receive feedback after a trial rather than before a trial. Participants practiced a sequential timing task, and all could decide the trials on which they received feedback. One group (“self-after”) decided after every trial whether they wanted to receive feedback for that trial, while another group (“self-before”) made that decision before each trial. The self-after group showed learning benefits on a delayed transfer test (novel absolute timing requirements) with regard to overall timing and relative-timing accuracy. Thus, self-controlled feedback was more effective when the learner could make a decision about receiving feedback after the trial. This seems to support the view that self-controlled feedback benefits learning, because learners can make a decision about feedback based on their performance on a given trial.

Key words:

• absolute timing
• error estimation
• motor learning
• relative timing

Additional information

Notes on contributors

Suzete Chiviacowsky

Please address all correspondence concerning this article to Suzete Chiviacowsky, Escola Superior de Educação Física, Universidade Federal de Pelotas, Rua Luiz de Camões, 625 - CEP 96055-630, Pelotas - RS — Brazil.