PDF(Pubmed)
Abstract：
UNASSIGNED: Positive social comparative feedback indicates to the learner that they are performing better than others. While this type feedback supports motor skill learning in some tasks, the effect of social comparative feedback on implicit motor sequence learning remains unknown. The aim of this study was to determine the effect of positive social comparative feedback on the learning of and expectancies for a motor sequence task.
UNASSIGNED: Forty-eight individuals practiced a joystick-based sequence task and were divided into three feedback groups: CONTROL (no performance feedback), RT ONLY (response time only feedback), and RT+POS (response time plus positive social comparison). Participants attended sessions on two consecutive days: Day 1 for repetitive motor practice/skill acquisition and Day 2 for retention testing. Performance related expectancies, like perceived competence, were measured before and after motor practice on Day 1 and at retention on Day 2.
UNASSIGNED: While all groups improved with practice, the CONTROL group showed better overall performance/learning (faster response times) compared with the RT ONLY group. Despite similar response times, the RT+POS showed higher peak velocities than the RT ONLY group. Overall, the RT+POS and CONTROL demonstrated increases in perceived competence while the RT ONLY group did not.
UNASSIGNED: The results of this study suggest that feedback content is an important consideration during motor practice sessions since feedback without context (RT ONLY) may be detrimental to motor sequence learning. The results also suggest that, if providing performance related feedback during practice of a skill that relies on implicit sequence learning processes, comparative context may be necessary for enhancing expectancies and supporting.
UNASSIGNED: Forty-eight individuals practiced a joystick-based sequence task and were divided into three feedback groups: CONTROL (no performance feedback), RT ONLY (response time only feedback), and RT+POS (response time plus positive social comparison). Participants attended sessions on two consecutive days: Day 1 for repetitive motor practice/skill acquisition and Day 2 for retention testing. Performance related expectancies, like perceived competence, were measured before and after motor practice on Day 1 and at retention on Day 2.
UNASSIGNED: While all groups improved with practice, the CONTROL group showed better overall performance/learning (faster response times) compared with the RT ONLY group. Despite similar response times, the RT+POS showed higher peak velocities than the RT ONLY group. Overall, the RT+POS and CONTROL demonstrated increases in perceived competence while the RT ONLY group did not.
UNASSIGNED: The results of this study suggest that feedback content is an important consideration during motor practice sessions since feedback without context (RT ONLY) may be detrimental to motor sequence learning. The results also suggest that, if providing performance related feedback during practice of a skill that relies on implicit sequence learning processes, comparative context may be necessary for enhancing expectancies and supporting.
摘要：
未经评估：积极的社会比较反馈向学习者表明，他们的表现比其他人更好。虽然这种类型的反馈支持某些任务中的运动技能学习，社会比较反馈对内隐运动序列学习的影响尚不清楚。这项研究的目的是确定积极的社会比较反馈对运动序列任务的学习和期望的影响。
未经评估：48个人练习了基于操纵杆的序列任务，并分为三个反馈组：控制（无性能反馈），仅RT（仅响应时间反馈），和RT+POS(响应时间加上积极的社会比较)。参与者连续两天参加会议：第1天用于重复性运动练习/技能获取，第2天用于保留测试。与业绩相关的预期，就像感知的能力，在第1天的运动练习之前和之后以及第2天的保留时进行测量。
未经评估：虽然所有小组都通过练习得到了改善，与仅RT组相比,对照组表现出更好的整体表现/学习(更快的响应时间).尽管响应时间相似，RT+POS显示峰值速度高于仅RT组。总的来说,RT+POS和对照显示感知能力增加,而仅RT组则没有。
UNASSIGNED：这项研究的结果表明，反馈内容是运动练习过程中的重要考虑因素，因为没有上下文的反馈（仅RT）可能对运动序列学习有害。结果还表明,如果在依赖于隐式序列学习过程的技能实践中提供与性能相关的反馈，比较背景可能是增强预期和支持所必需的。
未经评估：48个人练习了基于操纵杆的序列任务，并分为三个反馈组：控制（无性能反馈），仅RT（仅响应时间反馈），和RT+POS(响应时间加上积极的社会比较)。参与者连续两天参加会议：第1天用于重复性运动练习/技能获取，第2天用于保留测试。与业绩相关的预期，就像感知的能力，在第1天的运动练习之前和之后以及第2天的保留时进行测量。
未经评估：虽然所有小组都通过练习得到了改善，与仅RT组相比,对照组表现出更好的整体表现/学习(更快的响应时间).尽管响应时间相似，RT+POS显示峰值速度高于仅RT组。总的来说,RT+POS和对照显示感知能力增加,而仅RT组则没有。
UNASSIGNED：这项研究的结果表明，反馈内容是运动练习过程中的重要考虑因素，因为没有上下文的反馈（仅RT）可能对运动序列学习有害。结果还表明,如果在依赖于隐式序列学习过程的技能实践中提供与性能相关的反馈，比较背景可能是增强预期和支持所必需的。
