Dissociative effects of normative feedback on motor automaticity and motor accuracy in learning an arm movement sequence |
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| Affiliation: | 1. Department of Sports and Health, Paderborn University, Germany;2. Institute of Sport Science, Saarland University, Germany;1. Department of Food, Nutrition, and Sport Science, University of Gothenburg, Gothenburg, Sweden;2. Department of Physics, Chalmers University of Technology, Gothenburg, Sweden;3. Department of Education and Special Education, University of Gothenburg, Sweden;1. UNC-NC State Joint Department of Biomedical Engineering, USA;2. School of Physical Education and Sport, University of São Paulo, Brazil;3. Department of Kinesiology, University of Georgia, USA;1. Department of Kinesiology and Nutrition Sciences, University of Nevada Las Vegas, Las Vegas, NV, USA;2. School of Medicine, University of Nevada Las Vegas, Las Vegas, NV, USA;3. Department of Kinesiology, Indiana University Purdue University Indianapolis, Indianapolis, IN, USA;1. Department of Health and Physical Education, The Education University of Hong Kong, Hong Kong;2. Department of Biomedical Engineering, The Hong Kong Polytechnic University, Hong Kong |
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| Abstract: | 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. |
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| Keywords: | Augmented feedback Automaticity Dual task Motor learning |
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