Self-controlled concurrent feedback and the education of attention towards perceptual invariants |
| |
Authors: | Michaë l Huet, Cyril Camachon, Laure Fernandez, David M. Jacobs,Gilles Montagne, |
| |
Affiliation: | aUniversité de la Méditerranée, Faculté des Sciences du Sport, Institut des Sciences du Mouvement, 163 Avenue de Luminy, 13009 Marseille, France;bCentre de Recherche de l’Armée de l’Air, Salon en Provence, France;cFacultad de Psicología, Universidad Autónoma de Madrid, Spain |
| |
Abstract: | The present study investigates the effects of different types of concurrent feedback on the acquisition of perceptual-motor skills. Twenty participants walked through virtual corridors in which rhythmically opening and closing sliding doors were placed. The participants aimed to adjust their walking speed so as to cross the doors when the doors were close to their maximal aperture width. The highest level of performance was achieved by learners who practiced the task with unambiguous self-controlled concurrent feedback, which is to say, by learners who could request that feedback at wish. Practice with imposed rather than self-controlled feedback and practice without concurrent feedback were shown to be less effective. Finally, the way in which the self-controlled concurrent feedback was presented was also found to be of paramount importance; if the feedback is ambiguous, it may even prevent participants from learning the task. Clearly, unambiguous self-controlled feedback can give rise to higher levels of performance than other feedback conditions (compared to imposed schedule) but, depending on the way it is presented, the feedback can also prevent the participants from learning the task.In the discussion it is argued that unambiguous self-controlled concurrent feedback allows learners to more rapidly educate their attention towards more useful perceptual invariants and to calibrate the relation between perceptual invariants and action parameters. |
| |
Keywords: | Perceptual-motor learning Self-controlled feedback Concurrent learning Direct perception Education of attention Calibration |
本文献已被 ScienceDirect 等数据库收录! |
|