Abstract
Previous research has repeatedly demonstrated that providing learners with self-control (SC) over their feedback schedules enhances motor skill learning. Increased information processing under SC conditions has been shown to contribute to these benefits. However, the timing of critical information processing for SC participants during the acquisition of continuous tasks is unknown. The present study was designed to enhance clarity related to this issue. Participants learned a continuous tracing task under SC or yoked (YK) conditions. Groups of participants also completed a secondary cognitive load task either during or after the execution of each primary task trial. Results showed enhanced learning for SC compared to YK participants who did not complete the cognitive load task. However, this benefit was eliminated for SC participants who completed the cognitive load task either during or after the primary task. These findings suggest that effective information processing both during and after continuous task execution is critical for reaping the benefits of self-controlled practice. Further interpretations and implications of these findings as well as suggestions for future research are discussed.
Highlights
The benefits of providing learners with control over their practice experience have been widely supported in motor learning research
The Chi-Square was significant (p < 0.001), showing that the Self-Control + Load During (SC_LD) group was less likely to request feedback compared to the SC and the Self-Control + Load After (SC_LA) groups
Research has consistently shown that providing learners with SC over their practice experience enhances learning, but questions remain regarding the roles of motivation and information processing in producing this effect
Summary
The benefits of providing learners with control over their practice experience have been widely supported in motor learning research. The results of these studies provide support for the importance of using performance-related information to make effective feedback decisions and reap the learning benefits of self-controlled practice. Results showed that the self-controlled learning benefit was eliminated for the group that completed the interpolated event, demonstrating the importance of information processing during the KR-delay interval for benefitting from the provision of SC over feedback. Results showed that the self-controlled learning benefit was eliminated in groups who performed the cognitive load task, demonstrating the importance of online information processing in demonstrating a SC feedback effect. We sought to replicate the results of our previous study (Couvillion et al, 2019) and second, to determine the role of processing information during the KR-delay interval for demonstrating a self-controlled feedback effect for a continuous task. The tracing task was modified such that the star path was approximately 50% narrower than the
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