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Cited by 24Sport Psychology and PerformanceMotor Control and AdaptationSports and Physical Education Research

Can Ability Conceptualizations Alter the Impact of Social Comparison in Motor Learning?

Wulf, Gabriele, Lewthwaite, Rebecca, Hooyman, Andrew·2013·Journal of Motor Learning and Development
DOI 10.1123/jmld.1.1.20
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Abstract

We examined the interactive influence of normative feedback and conceptions of ability on the learning of a balance task. Ability conceptions were induced by instructions portraying the task as either an acquirable skill or reflecting an inherent ability. Bogus normative feedback about the “average” balance scores of others on a given trial suggested that participants’ performance was either above (Better groups) or below average (Worse groups). Thus, there were four groups: Inherent-Ability Better, Inherent-Ability Worse, Acquirable-Skill Better, and Acquirable-Skill Worse. Following two days of practice, learning was assessed on Day 3 in retention and dual-task transfer tests. The Better groups demonstrated more effective learning than the Worse groups. Questionnaire results revealed differences in self-related concerns between those groups. Signature size changes suggested that participants in the Worse groups perceived negative normative feedback as a threat to the self. The findings highlight the importance of motivational influences on motor learning.

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  • Learners receiving negative normative feedback on a balance task showed defensive self-enhancing reactions reflected in increased signature size during practice.

    “For example, in a study by Wulf, Lewthwaite, and Hooyman (2013), participants learning a balance task who received negative normative feedback, demonstrated defensive, self-enhancing reactions to the self-related threat that was reflected in increased signature size over the course of practice.”

    From Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning (2016) · cites this paper as Wulf, Lewthwaite, and Hooyman (2013)

  • Instructions inducing an entity theory increased nervousness before and during balancing, more thoughts about performance and ability, and greater focus on body movements during retention and transfer.

    “Using a stabilometer balance task, these authors found that instructions inducing an entity theory led to an increase in participants' nervousness before and while balancing (during practice), as well as more thoughts about their performance and ability, and a greater focus on body movements (during retention and transfer).”

    From Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning (2016) · cites this paper as Wulf, Lewthwaite, & Hooyman, 2013

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Authors
Wulf, G., Lewthwaite, R., & Hooyman, A.
Affiliations
University of Nevada, Las Vegas (US)
ORCID
Venue
Journal of Motor Learning and Development
Publisher
Human Kinetics
Published
2013-03
Volume
1
Issue
1
Pages
20-30
ISSN
  • 2325-3193 (ISSN-L)
  • 2325-3215
DOI
10.1123/jmld.1.1.20
OpenAlex
W2134599373
Cited by
24
References
57
Citations by year
2025: 2 · 2024: 4 · 2023: 2 · 2022: 1 · 2021: 1 · 2020: 3 · 2019: 2 · 2018: 3 · 2017: 2 · 2016: 2 · 2015: 1 · 2014: 1
FWCI
2.76
Type
journal article
Language
en
Open access
closed
Locations
Journal of Motor Learning and Development (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
social comparison, normative feedback, motor learning, balance task, self-concept, self-threat, retention, motivation, signature size

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