Open Access. Powered by Scholars. Published by Universities.®
Social and Behavioral Sciences Commons™
Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Social and Behavioral Sciences
Should Feedback Confirm Success, Correct Errors, Or Both? An Empirical Test Of The Sandwich Approach To Delivering Feedback, Kevin Allan Becker
Should Feedback Confirm Success, Correct Errors, Or Both? An Empirical Test Of The Sandwich Approach To Delivering Feedback, Kevin Allan Becker
Doctoral Dissertations
In motor learning, feedback has long been viewed as a mechanism for correcting errors present in a skill. Recent research has suggested that feedback that confirms the success of a movement can also be valuable for learning (Chiviacowsky & Wulf, 2007). The purpose of the present study was to test the relative merits of knowledge of performance feedback that confirms success (CONF), corrects errors (CORR), or does both through the method commonly referred to as the sandwich approach (SAND). Participants (36), were randomly assigned to one of the three feedback groups, and practiced a soccer throw-in task. The acquisition phase …
The “When” And The “What”: Effects Of Self-Control Of Feedback About Multiple Critical Movement Features On Motor Performance And Learning, Bjorn Anders Holmberg
The “When” And The “What”: Effects Of Self-Control Of Feedback About Multiple Critical Movement Features On Motor Performance And Learning, Bjorn Anders Holmberg
Doctoral Dissertations
The effect of allowing learners to control selected aspect(s) of their learning environment (e.g., augmented feedback) has been shown to be beneficial during skill acquisition. Although Chiviacowsky and Wulf (2002, 2005) indicated that learners in a self-control protocol preferred feedback after so-called good performances rather than bad ones, Aiken, Fairbrother, & Post (2012) found no such preference in learners using video knowledge of performance (KP) for a basketball set shot. Laughlin (2012) reported that participants given self-control over four different types of instructional assistance displayed individualized request patterns tied to task proficiency and personal preferences. For example, learners’ requests for …