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Psychological Research
Gepubliceerd in:

01-09-2012 | Original Article

Feedback and intention during motor-skill learning: a connection with prospective memory

Auteurs: Arnaud Badets, Yannick Blandin

Gepubliceerd in: Psychological Research | Uitgave 5/2012

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Abstract

The intention to complete an action in the future can improve the learning of this action, but it is unknown whether this effect persists when feedback is manipulated during encoding. In Experiment 1, participants were instructed to learn a motor skill with or without intending to reproduce this learning in the future, and feedback on their movements was administrated by self-decision, that is, participants asked for feedback whenever they wanted it. The results showed that intention increased the frequency with which feedback was requested, but did not improve motor performance. In Experiment 2, participants had to learn the task with high or few feedbacks, which they could not control. In these conditions, intention was beneficial in promoting motor learning only for a low feedback schedule. We suggest that the beneficial effect of intention on learning can be overshadowed or emphasised by the feedback processing during encoding. These findings are discussed in light of theories surrounding prospective memory.
vorige artikel Sequential congruency effects: disentangling priming and conflict adaptation
volgende artikel Practice makes transfer of motor skills imperfect
Voetnoten
1
The participants were instructed that the details of the motor improvements to be specified in the questionnaire were the fluency of movement during the key-pressing task, the ability to attain the required timing goals, and the strategy used to attain these goals. However, no data were collected from this questionnaire. Actually, the questionnaire was a lure for all groups, but it permitted the placement of participants of the Non-intention group in an active motor learning strategy during the acquisition phase (see Badets et al. 2006a for a similar procedure).
 
2
The Fisher’s Z transformation converts correlation coefficients that are not normally distributed to a more normal distribution (Mendenhall & Ramey, 1973).
 
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Metagegevens
Titel
Feedback and intention during motor-skill learning: a connection with prospective memory
Auteurs
Arnaud Badets
Yannick Blandin
Publicatiedatum
01-09-2012
Uitgeverij
Springer-Verlag
Gepubliceerd in
Psychological Research / Uitgave 5/2012
Print ISSN: 0340-0727
Elektronisch ISSN: 1430-2772
DOI
https://doi.org/10.1007/s00426-011-0365-0

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