Feedback after good versus poor trials enhances motor learning in children
作者： Esmaeel Saemi , Gabriele Wulf , Ahmad Ghotbi Varzaneh , Mehdi Zarghami
DOI: 10.1590/S1807-55092011000400011
关键词: Task (project management) 、 Audiology 、 Practice phase 、 Developmental psychology 、 Mean age 、 Motor learning 、 Intrinsic motivation 、 Psychology 、 Test (assessment) 、 Knowledge of results
摘要: The present study investigated whether children would benefit from feedback (knowledge of results, KR) provided after relatively good as opposed to poor trials. task required participants throw beanbags at a circular target that was placed on the floor distance 3 m. Twenty-eight elementary school (mean age: 10.6 years) participated in this experiment. practice phase consisted 10 blocks 6 After each 6-trial block, one group (KR good) received KR most accurate tosses, whereas another poor) given least ones. Participants were not informed about trials which they feedback. Immediately following phase, completed intrinsic motivation inventory. One day retention test consisting without conducted. results demonstrated learning enhanced by providing during practice. Furthermore, questionnaire revealed learners' increased positive findings add accumulating evidence motivational effects have direct impact learning.
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