摘要：The learning advantages of self-controlled feedback schedules compared to yoked schedules have been attributed to motivational influences and/or information processing activities
with many researchers adopting the motivational perspective in recent years. Chiviacowsky
and Wulf (2005) found that feedback decisions made before (Self-Before) or after a trial
(Self-After) resulted in similar retention performance, but superior transfer performance
resulted when the decision to receive feedback occurred after a trial. They suggested
that the superior skill transfer of the Self-After group likely emerged from information
processing activities such as error estimation. However, the lack of yoked groups and a
measure of error estimation in their experimental design prevents conclusions being made
regarding the underlying mechanisms of why self-controlled feedback schedules optimize
learning. Here, we revisited Chiviacowsky and Wulf ’s (2005) design to investigate the
learning benefits of self-controlled feedback schedules. We replicated their Self-Before
and Self-After groups, but added a Self-Both group that was able to request feedback
before a trial, but could then change or stay with their original choice after the trial.
Importantly, yoked groups were included for the three self-controlled groups to address
the previously stated methodological limitation and error estimations were included to
examine whether self-controlling feedback facilitates a more accurate error detection
and correction mechanism. The Self-After and Self-Before groups demonstrated similar
accuracy in physical performance and error estimation scores in retention and transfer,
and both groups were significantly more accurate than the Self-Before group and their
respective Yoked groups (p’s < 0.05). Further, the Self-Before group was not significantly
different from their yoked counterparts (p’s > 0.05). We suggest these findings further
indicate that informational factors associated with the processing of feedback for the
development of one’s error detection and correction mechanism, rather than motivational
processes are more critical for why self-controlled feedback schedules optimize motor
learning.
关键词：motor learning; Knowledge of results; Self-Control; Learner-controlled; error estimation
