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Feedback After Good Trials Enhances Learning
Abstract
Recent studies (Chiviacowsky & Wulf, 2002, 2005) have shown that learners prefer to receive feedback after they believe they had a "good" rather than "poor" trial. The present study followed up on this finding and examined whether learning would benefit if individuals received feedback after good relative to poor trials. Participants practiced a task that required them to throw beanbags at a target with their nondominant arm. Vision was prevented during and after the throws. All participants received knowledge of results (KR) on three trials in each 6-trial block. While one group (KR good) received KR for the three most effective trials in each block, another (KR poor) received feedback for the three least effective trials in each block. There were no group differences in practice. However the KR good group showed learning advantages on a delayed retention test (without KR). These results demonstrated that learning is facilitated if feedback is provided after good rather than poor trials. The findings are interpreted as evidence for a motivational function of feedback.
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“In a series of recent studies, providing learners with feedback after”
From Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning (2016) · cites this paper as Chiviacowsky & Wulf, 2007
In the citing paper
“Human beings appear to have a propensity to prefer positive information about themselves, such as positive feedback about their performance (Chiviacowsky & Wulf, 2007) or physical fitness, athleticism, health, and physical attractiveness (Ennigkeit & Hänsel, 2014).”
From Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning (2016) · cites this paper as Chiviacowsky & Wulf, 2007
In the citing paper
“Indeed there are data from other areas of cognitive neuroscience that demonstrate that repeating something that you have successfully learned is the best way to remember it (Chiviacowsky and Wulf, 2007; Karpicke and Roediger, 2008; Wulf and Shea, 2002).”
From Rethinking motor learning and savings in adaptation paradigms: model-free memory for successful actions combines with internal models (2011) · cites this paper as Chiviacowsky and Wulf, 2007
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Cardozo, P. L., Chalabaëv, A., & Chiviacowsky, S. (2022) · Journal of Motor Behavior · doi:10.1080/00222895.2022.2045248 · Cited by 18
Self-citation
Metadata
- Authors
- Chiviacowsky, S., & Wulf, G.
- Affiliations
- Universidade Federal de Pelotas (BR)
- University of Nevada, Las Vegas (US)
- Venue
- Research Quarterly for Exercise and Sport
- Publisher
- Informa UK Limited
- Published
- 2007-03
- Volume
- 78
- Issue
- 2
- Pages
- 40-47
- ISSN
- 0034-5377 (ISSN-L)
- 0270-1367
- 2168-3824
- OpenAlex
- W2059254035
- Cited by
- 265
- References
- 35
- Citations by year
- 2026: 9 · 2025: 7 · 2024: 12 · 2023: 14 · 2022: 12 · 2021: 15 · 2020: 20 · 2019: 18 · 2018: 22 · 2017: 11 · 2016: 15 · 2015: 17 · 2014: 19 · 2013: 9 · 2012: 21
- FWCI
- 13.98
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Research Quarterly for Exercise and Sport (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Sport Psychology and Performance
- Life Sciences › Neuroscience › Cognitive Neuroscience › Motor Control and Adaptation
- Health Sciences › Health Professions › Physical Therapy, Sports Therapy and Rehabilitation › Sports and Physical Education Research
- Keywords
- feedback timing, knowledge of results, motor learning, retention, skill acquisition
- MeSH terms
- Adult, Clinical Trials as Topic, Feedback, Female, Humans, Learning, Male, Nevada
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