Dissociative effects of normative feedback on motor automaticity and motor accuracy in learning an arm movement sequence
| Autor: | Daniel Krause, Christina Zobe, Klaus Blischke |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2022 |
| Předmět: |
Augmented feedback
medicine.drug_class Motor learning Biophysics Attentional control Automaticity Experimental and Cognitive Psychology 030229 sport sciences General Medicine Time limit Dual task Dissociative 03 medical and health sciences 0302 clinical medicine medicine Normative Orthopedics and Sports Medicine Valence (psychology) Psychology 030217 neurology & neurosurgery Cognitive psychology |
| DOI: | 10.22028/d291-33624 |
| Popis: | Within a pre-post-design, we scrutinized the effects of normative augmented feedback with positive and negative valence on learning motor accuracy, consistency as well as automaticity by means of a dual-task paradigm. Forty-two healthy physical education students were instructed to produce an arm-movement sequence as precisely as possible with regard to three spatial reversal points within a time limit of 1200 ms. Twenty-eight practiced an elbow-extension-flexion-sequence (690 trials) and 14 participants were tested as a control group without feedback practice. Valence of normative feedback was systematically manipulated by means of reference lines in a visual feedback display. The reference lines indicated performance of a putative peer-group either to be superior (negative valence, Normative-Negative-Group) or inferior (positive valence, Normative-Positive-Group) to participants’ actual performance. As a result, dual-task costs (n-back error) significantly decreased solely in the Normative-Positive-Group, p = .003, η2p = .51, but in no other group. Surprisingly, the mean absolute error for the motor task significantly decreased (i.e., precision increased) only in the Normative-Negative-Group with a large effect size, but in none of the other groups. Motor consistency was not significantly affected by the valence of normative feedback. According to the hypotheses of error-provoked attentional control, positive feedback-valence appears to enhance skill automatization, while – unexpectedly – only negative feedback-valence seems to enhance movement precision, which may be explained by effects of feedback valence on the learners aspiration level. |
| Databáze: | OpenAIRE |
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