Prior knowledge of final testing improves sensorimotor learning through self-scheduled practice
Human Movement Science. 2013-02-01; 32(1): 192-202
DOI: 10.1016/j.humov.2012.11.008
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1. Hum Mov Sci. 2013 Feb;32(1):192-202. doi: 10.1016/j.humov.2012.11.008. Epub 2013
Feb 26.
Prior knowledge of final testing improves sensorimotor learning through
self-scheduled practice.
Bastos FH(1), Marinovic W, de Rugy A, Tani G.
Author information:
(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.
DOI: 10.1016/j.humov.2012.11.008
PMID: 23484919 [Indexed for MEDLINE]