Self-Controlled Feedback: Does it Enhance Learning Because Performers Get Feedback When They Need It?

References

• Bandura , A. 1993 . Perceived self-efficacy in cognitive development and functioning . Educational Psychologist , 28 : 117 – 148 .
   Web of Science ®Google Scholar
• Boekaerts , M. 1996 . Self-regulated learning at the junction of cognition and motivation . European Psychologist , 1 : 100 – 112 .
   Web of Science ®Google Scholar
• Carver , S. and Scheier , M. R. 1990 . Origins and functions of positive and negative affects: A control-process view . Psychological Review , 97 : 19 – 35 .
   Web of Science ®Google Scholar
• Catalano , J. F. and Kleiner , B. M. 1984 . Distant transfer in coincident timing as a function of practice variability . Perceptual and Motor Skills , 58 : 851 – 856 .
   Web of Science ®Google Scholar
• Chen , D. and Singer , R. N. 1992 . Self-regulation and cognitive strategies in sport participation . International joumal of Sport Psychology , 23 : 277 – 300 .
   Web of Science ®Google Scholar
• Chiviacowsky , S. 2000 . Effects of the frequency of knowledge of results controlled by the experimenter and self-controlled by the subjects in the learning of motor tasks with different complexities , Lisbon : Technical University of Lisbon . Unpublished doctoral dissertation
   Google Scholar
• Chiviacowsky , S. , Godinho , M. and Mendes , R. Effects of self-monitored or imposed knowledge of results frequency on the learning of a sequential motor task . Proceedings of the 8th International Congress de l'Association des Cheurchers en Activités Physiques et Sportives . pp. 308 – 309 . Macolin , , Switzerland
   Google Scholar
• Chiviacowsky , S. and Tani , G. Self-controlled frequencies of knowledge of results: Effects of different schedules and task complexity . Proceedings of the 5th Annual Congress of the European College of Sport Science . pp. 206 Jyväskylä , , Finland
   Google Scholar
• Ferrari , M. 1996 . Observing the observers: Self-regulation in the observational learning of motor skills . Developmental Review , 16 : 203 – 240 .
   Web of Science ®Google Scholar
• Janelle , C. M. , Barba , D. A. , Frehlich , S. G. , Tennant , L. K. and Cauraugh , J. H. 1997 . Maximizing performance effectiveness through videotape replay and a self-controlled learning environment . Research Quarterly for Exercise and Sport , 68 : 269 – 279 .
   PubMed Web of Science ®Google Scholar
• Janelle , C. M. , Kim , J. and Singer , R. N. 1995 . Subject-controlled performance feedback and learning of a closed motor skill . Perceptual and Motor Skills , 81 : 627 – 634 .
   PubMed Web of Science ®Google Scholar
• Kirschenbaum , D. S. 1984 . Self-regulation of sport psychology: Nurturing an emerging symbiosis . Journal of Sport Psychology , 6 : 159 – 183 .
   Web of Science ®Google Scholar
• Lai , Q. and Shea , C. H. 1998 . Generalized motor program (GMP) learning: Effects of reduced frequency of knowledge of results and practice variability . Journal of Motor Behavior , 30 : 51 – 59 .
   PubMed Web of Science ®Google Scholar
• Lai , Q. and Shea , C. H. 1999 . Bandwidth knowledge of results enhances generalized motor program learning . Research Quarterly for Exercise and Sport , 70 : 79 – 83 .
   PubMed Web of Science ®Google Scholar
• Lee , T. D. and Carnahan , H. 1990 . Bandwidth knowledge of results and motor learning: More than just a relative frequency effect . Quarterly Journal of Experimental Psychology , 42A : 777 – 789 .
   Web of Science ®Google Scholar
• McCombs , M. L. 1989 . “ Self-regulated learning and achievement A phenomenological view ” . In Self-regulated learning and academic achievement theory, research, and practice: Progress in cognitive development research , Edited by: Zimmerman , B. J. and Schunk , D. H. 51 – 82 . New York : Springer-Verlag .
   Google Scholar
• McCullagh , P. , Weiss , M. R. and Ross , D. 1989 . “ Modeling considerations in motor skill acquisition and performance: An integrated approach ” . In Exercise and sport science reviews , Edited by: Pandolf , K. Vol. 17 , 475 – 513 . Baltimore : Williams & Wilkins .
   Google Scholar
• Paris , S. G. and Winograd , P. 1990 . “ How metacognition can promote academic learning and instruction ” . In Dimension of thinking and cognitive instruction , Edited by: Jones , B. F. and Idol , L. 15 – 51 . Hillsdale , NJ : Erlbaum .
   Google Scholar
• Salmoni , A. , Schmidt , R. A. and Walter , C. B. 1984 . Knowledge of results and motor learning: A review and critical reappraisal . Psychological Bulletin , 95 : 355 – 386 .
   PubMed Web of Science ®Google Scholar
• Schmidt , R. A. 1975 . A schema theory of discrete motor skill learning . Psychological Review , 82 : 225 – 260 .
   Web of Science ®Google Scholar
• Schmidt , R. A. 1985 . The search for invariance in skilled movement behavior . Research Quarterly for Exercise and Sport , 56 : 188 – 200 .
   Web of Science ®Google Scholar
• Schmidt , R. A. 1991a . “ Frequent augmented feedback can degrade learning: Evidence and interpretations ” . In Tutorials in motor neuro-science , Edited by: Requin , J. and Stelmach , G. E. 59 – 75 . Dordrecht , , The Netherlands : Kluwer Academic Publishers .
   Google Scholar
• Schmidt , R. A. 1991b . Motor learning and performance–From principles to practice , Champaign , IL : Human Kinetics .
   Google Scholar
• Shea , C. H. , Wulf , G. and Whitacre , C. A. 1999 . Enhancing training efficiency and effectiveness through the use of dyad training . Journal of Motor Behavior , 31 : 119 – 125 .
   PubMed Web of Science ®Google Scholar
• Sherwood , D. E. 1988 . Effect of bandwidth knowledge of results on movement consistency . Perceptual and Motor Skills , 66 : 535 – 542 .
   PubMed Web of Science ®Google Scholar
• Watkins , D. 1984 . Students' perceptions of factors influencing tertiary learning . Higher Education Research and Development , 3 : 33 – 50 .
   Web of Science ®Google Scholar
• Wrisberg , C. A. and Wulf , G. 1997 . Diminishing the effects of reduced frequency of knowledge of results on generalized motor program learning . Journal of Motor Behavior , 29 ( 1 ) : 17 – 26 .
   PubMed Web of Science ®Google Scholar
• Wulf , G. , Clauss , A. , Shea , C. H. and Whitacre , C. 2001 . Benefits of self-control in dyad practice . Research Quarterly for Exercise and Sport , 72 : 299 – 303 .
   PubMed Web of Science ®Google Scholar
• Wulf , G. and Lee , T. D. 1993 . Contextual interference effects in movements of the same class: Differential effects on program and parameter learning . Journal of Motor Behavior , 25 : 254 – 263 .
   PubMed Web of Science ®Google Scholar
• Wulf , G. , Lee , T. D. and Schmidt , R. A. 1994 . Reducing knowledge of results about relative versus absolute timing: Differential effects on learning . Journal of Motor Behavior , 26 : 362 – 369 .
   PubMed Web of Science ®Google Scholar
• Wulf , G. and Schmidt , R. A. 1989 . The learning of generalized motor programs: Reducing the relative frequency of knowledge of results enhances memory . Journal of Experimental Psychology: Learning, Memory, and Cognition , 15 : 748 – 757 .
   Web of Science ®Google Scholar
• Wulf , G. , Schmidt , R. A. and Deubel , H. 1993 . Reduced feedback frequency enhances generalized motor programs learning but not parameterization learning . Journal of Experimental Psychology: Learning, Memory and Cognition , 19 : 1134 – 1150 .
   PubMed Web of Science ®Google Scholar
• Wulf , G. and Toole , T. 1999 . Physical assistance devices in complex motor skill learning: Benefits of a self-controlled practice schedule . Research Quarterly for Exercise and Sport , 70 : 265 – 272 .
   PubMed Web of Science ®Google Scholar
• Zimmerman , B. J. 1989 . A social cognitive view of self-regulated academic learning . Journal of Educational Psychology , 81 : 329 – 339 .
   Web of Science ®Google Scholar