Perceptions of competence and motor learning: performance criterion resulting in low success experience degrades learning

摘要: Recent findings have provided converging evidence for the important role of perceptions competence on motor learning. In present study we asked whether thwarting learners’ need to feel competent by setting a relatively high criterion “good” performance, thereby reducing their experience success, would degrade Participants practiced coincident-anticipation timing task and received error feedback after every other trial (50%) during practice phase. One group (low success or LS) was informed before beginning that an 4 ms less be considered good trial, whereas another (high HS) told 30 performance. A third (control) not given performance criterion. During practice, participants in LS HS groups experienced (i.e., were within range) 6.3% 57.8% trials, respectively. On retention transfer (non-dominant hand) tests without one day absolute errors control significantly lower than those group. reported higher levels self-efficacy participants. The results demonstrate opportunities degraded learning.Â