Self-regulated frequency of augmented information in skill learning.
Abstract
The authors examined the effects of self-regulating task information, identical in content, either before (proactive) or after (retroactive) a motor action. Participants were required to learn unique typographical script used to enter data into a personal data assistant. Consistent with previous findings, presenting task information proactively during acquisition facilitated performance, but presenting task information retroactively resulted in superior learning as measured in retention tests. However, those who self-regulated proactive task information demonstrated learning that was equivalent to those who received retroactive task information. These results suggest that when task information is equated, the learning benefits associated with self-regulation are independent of the timing of when the augmented information is made available during practise.
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In a Graffiti language learning task, learners allowed to decide when to view the correct pairing and viewing duration outperformed yoked counterparts.
“In a study using a Graffiti language learning task, which involved entering symbols into a personal digital assistant when prompted by the English-script cue, learners allowed to decide when they wanted to view the correct pairing of the English cue and respective symbol, as well as the viewing duration, before entering the symbol, outperformed their yoked counterparts (Patterson & Lee, 2010).”
From Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning (2016) · cites this paper as Patterson & Lee, 2010
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- Authors
- Patterson, J. T., & Lee, T. D.
- Affiliations
- Brock University (CA)
- Venue
- Canadian Journal of Experimental Psychology / Revue canadienne de psychologie expérimentale
- Published
- 2010-03
- Volume
- 64
- Issue
- 1
- Pages
- 33-40
- ISSN
- 1196-1961 (ISSN-L)
- 1878-7290
- OpenAlex
- W2007374044
- Semantic Scholar
- cd013ffcca2302d2db94aa220eb6f7300743b240
- Cited by
- 29
- References
- 5
- Citations by year
- 2022: 2 · 2021: 2 · 2020: 1 · 2019: 2 · 2017: 4 · 2016: 4 · 2015: 2 · 2014: 4 · 2013: 3
- FWCI
- 1.55
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Motor Control and Adaptation
- Social Sciences › Psychology › Developmental and Educational Psychology › Sport Psychology and Performance
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Keywords
- self-regulation, skill acquisition, retention, motor learning, personal digital assistants
- MeSH terms
- Adult, Analysis of Variance, Cues, Female, Humans, Learning, Male, Neuropsychological Tests, Psychomotor Performance, Reaction Time, Retention, Psychology, Social Control, Informal, Young Adult
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