Prior knowledge of final testing improves sensorimotor learning through self-scheduled practice
Human Movement Science. 2013-02-01; 32(1): 192-202
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1. Hum Mov Sci. 2013 Feb;32(1):192-202. doi: 10.1016/j.humov.2012.11.008. Epub 2013
Prior knowledge of final testing improves sensorimotor learning through
Bastos FH(1), Marinovic W, de Rugy A, Tani G.
(1)Motor Behavior Laboratory, School of Physical Education and Sport, University
of São Paulo, Brazil.
The elaboration of learning strategies has been considered a key factor to
explain sensorimotor learning gains obtained in self-scheduled practice
conditions. Nevertheless, the effect of prior knowledge of the testing context
(i.e., the learning goal) on that process has been neglected. This study sought
to determine whether: (a) learners in a self-controlled condition make different
choices contingent on having or not having a learning goal; (b) providing a
learning goal would modify the effects of a self-controlled practice condition,
and (c) the effect of providing a learning goal would be due to the augmented
cognitive effort or to the practice schedule resulting from the learning
strategies. The results show that prior knowledge of a variable testing context
affects the elaboration of learning strategies and improves skill acquisition in
a self-scheduled practice condition. Furthermore, learning gains can be
attributed to the self-imposed practice schedule resulting from the learning
strategies, and not to the process of elaborating them.
Copyright © 2013 Elsevier B.V. All rights reserved.
PMID: 23484919 [Indexed for MEDLINE]