Effects of self-control of feedback timing on motor learning.

IF 2.9 3区心理学 Q2 PSYCHOLOGY, MULTIDISCIPLINARY

Frontiers in Psychology Pub Date : 2025-09-19 eCollection Date: 2025-01-01 DOI:10.3389/fpsyg.2025.1638827

Kazunori Akizuki, Kosuke Takeuchi, Jun Yabuki, Kazuto Yamaguchi, Ryohei Yamamoto, Tatsuya Kaneno

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Abstract

Introduction: Although the effects of self-control on motor learning have been well studied, the effects of self-controlled feedback timing have not been thoroughly investigated. Therefore, this study aimed to examine the effects of self-controlled feedback timing on motor learning through two experiments.

Methods: In Experiment 1, participants were randomly assigned to one of three groups: concurrent feedback, terminal feedback, or self-controlled feedback. The procedure included a pre-test, practice session, and a retention test conducted 1 week after the practice, with visual feedback provided only during the practice session. Participants also completed three subscales of the Intrinsic Motivation Inventory before/after the practice session and the NASA-Task Load Index (NASA-TLX) after the practice session. In Experiment 2, participants were randomly assigned to either a self-controlled feedback group or a yoked feedback group, following the same procedure as in Experiment 1.

Results: In Experiment 1, the concurrent feedback group demonstrated the smallest performance errors during practice, while the terminal feedback group showed the largest performance errors. However, both the self-controlled and terminal feedback groups exhibited significantly smaller errors than the concurrent feedback group in the retention test. In Experiment 2, the self-controlled group made significantly fewer errors than the yoked group in the retention test. The self-controlled group showed significantly higher intrinsic motivation and significantly lower scores in the performance subscale of NASA-TLX than the yoked group.

Conclusion: In the present study, concurrent visual feedback interfered with motor learning by inducing a dependency on visual feedback. Our findings suggest that self-controlled feedback timing may overcome the potential negative effects of concurrent visual feedback through the positive influence of self-control, which may arise through the involvement of both intrinsic motivation and information processing.

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自我控制反馈时间对运动学习的影响。

虽然自我控制对运动学习的影响已经得到了很好的研究，但自我控制反馈时间的影响还没有得到充分的研究。因此，本研究旨在通过两个实验来考察自我控制反馈时间对运动学习的影响。方法：实验1将被试随机分为同步反馈组、终端反馈组和自我控制反馈组。测试过程包括前测、练习阶段和练习后1周的记忆力测试，仅在练习阶段提供视觉反馈。参与者还在练习前后完成了内在动机量表的三个子量表，并在练习后完成了NASA-Task Load Index （NASA-TLX）。在实验2中，参与者被随机分配到自我控制反馈组和轭式反馈组，遵循与实验1相同的程序。结果：在实验1中，并发反馈组在练习中表现出最小的成绩误差，而终端反馈组表现出最大的成绩误差。而自我控制反馈组和终端反馈组在记忆保留测试中的误差均显著小于同步反馈组。在实验2中，自我控制组在记忆保留测试中的错误率明显低于被束缚组。自我控制组在NASA-TLX绩效子量表上的内在动机显著高于对照组，而绩效子量表得分显著低于对照组。结论：在本研究中，并发视觉反馈通过诱导对视觉反馈的依赖而干扰运动学习。我们的研究结果表明，自我控制的反馈时间可能通过自我控制的积极影响来克服并发视觉反馈的潜在负面影响，这种积极影响可能通过内在动机和信息加工的参与而产生。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Frontiers in Psychology PSYCHOLOGY, MULTIDISCIPLINARY-

CiteScore

5.30

自引率

13.20%

发文量

7396

审稿时长

14 weeks

期刊介绍： Frontiers in Psychology is the largest journal in its field, publishing rigorously peer-reviewed research across the psychological sciences, from clinical research to cognitive science, from perception to consciousness, from imaging studies to human factors, and from animal cognition to social psychology. Field Chief Editor Axel Cleeremans at the Free University of Brussels is supported by an outstanding Editorial Board of international researchers. This multidisciplinary open-access journal is at the forefront of disseminating and communicating scientific knowledge and impactful discoveries to researchers, academics, clinicians and the public worldwide. The journal publishes the best research across the entire field of psychology. Today, psychological science is becoming increasingly important at all levels of society, from the treatment of clinical disorders to our basic understanding of how the mind works. It is highly interdisciplinary, borrowing questions from philosophy, methods from neuroscience and insights from clinical practice - all in the goal of furthering our grasp of human nature and society, as well as our ability to develop new intervention methods.