Learners who could decide after a trial whether to receive knowledge of results (Self-After, Self-Both) were more accurate on a 24-h motor retention test than learners who decided before the trial (Self-Before) and than their yoked counterparts.¶

Claim · All claims
Evidence · 1 study (3 entries) · causal r1 · q3
Currency · newest study 2014 · 1 of 3 entries checked against their sources (automated) · not reviewed by a person

Subclaims¶

q3 i? A significant Choice × Decision interaction (F(2,42) = 7.13, p = 0.002, ηp2 = 0.25) was found on retention absolute error. → Carter 2014 q3 i? Self-After (M = 10.04) and Self-Both (M = 12.45) did not differ significantly, but both were significantly more accurate in retention than Self-Before (M = 29.18). → Carter 2014 (2) q3 i? Self-After and Self-Both had significantly less retention AE than their Yoked counterparts (Yoked-After M = 24.87; Yoked-Both M = 35.66). → Carter 2014 (3)

Evidence¶

Carter 2014¶

Carter, M. J., Carlsen, A. N., & Ste-Marie, D. M. (2014). Self-controlled feedback is effective if it is based on the learner’s performance: a replication and extension of Chiviacowsky and Wulf (2005). Frontiers in Psychology, 5, 1325. https://doi.org/10.3389/fpsyg.2014.01325

q3 · i? · partial η² only, no standardised mean difference · causal · r1

Laboratory experiment in which 48 volunteers (mean age 21.35, run at the University of Ottawa) learned to propel a slider to a target distance under six knowledge-of-results (KR) conditions (n = 8 each), with retention and transfer tests on the next day; retention absolute error (AE) was analysed with a 2 (Choice) × 3 (Decision) ANOVA. The article reports "a significant Choice × Decision interaction, F(2,42) = 7.13, p = 0.002, ηp2 = 0.25".

"In retention, the main effects for Choice and Decision were superseded by a significant Choice × Decision interaction, F(2,42) = 7.13, p = 0.002, ηp2 = 0.25."

Carter 2014 (2)¶

Carter, M. J., Carlsen, A. N., & Ste-Marie, D. M. (2014). Self-controlled feedback is effective if it is based on the learner’s performance: a replication and extension of Chiviacowsky and Wulf (2005). Frontiers in Psychology, 5, 1325. https://doi.org/10.3389/fpsyg.2014.01325

q3 · i? · causal · r1

Post hoc comparisons of retention AE among the three self-controlled groups in the same experiment: "they were both significantly more accurate in retention than the Self-Before group (M = 29.18, SE = 4.08)". No pairwise effect size is printed.

"Post hoc comparisons revealed that although the Self-After (M = 10.04, SE = 1.89) and Self-Both (M = 12.45, SE = 3.58) groups did not differ significantly, they were both significantly more accurate in retention than the Self-Before group (M = 29.18, SE = 4.08)."

Carter 2014 (3)¶

Carter, M. J., Carlsen, A. N., & Ste-Marie, D. M. (2014). Self-controlled feedback is effective if it is based on the learner’s performance: a replication and extension of Chiviacowsky and Wulf (2005). Frontiers in Psychology, 5, 1325. https://doi.org/10.3389/fpsyg.2014.01325

q3 · i? · causal · r1

Self versus yoked post hoc comparisons on retention AE: "both the Self-After and Self-Both groups had significantly less AE than their Yoked counterparts"; the Self-Before and Yoked-Before groups did not differ. No pairwise effect size is printed.

"(1) both the Self-After and Self-Both groups had significantly less AE than their Yoked counterparts (Yoked-After: M = 24.87, SE = 3.04; Yoked-Both: M = 35.66, SE = 3.55); and (2) the Self-Before and the Yoked-Before (M = 27.35, SE = 3.66) groups did not differ significantly."

Studies bearing on this claim¶

Who should decide when feedback arrives, and does the setting (in front of peers, mid-performance) matter? This table gathers the studies behind this claim and the 3 narrower claims that bear on it: 4 distinct studies (2 qualitative, 1 causal, 1 design), q2–q3, 0 of 4 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Related Claims¶

• Feedback is more effective for cognitive and physical outcomes than for motivational and behavioral outcomes — the general claim this finding bears on, with the studies behind it

• Letting learners pace instruction helped on complex material in one experiment, while learner control in general showed almost no effect across 18 studies — the general claim this finding bears on, with the studies behind it

• During motor practice with knowledge of results, all groups reduced absolute error across blocks, and groups whose KR decision fell after the trial were more accurate during practice than groups whose decision fell before it, independent of choice. — related
• Allowing learners to request knowledge of results before a trial and then revise the choice after it (Self-Both) did not produce learning beyond deciding only after the trial (Self-After), which the authors take as no support for an additive motivational-plus-informational effect. — related
• Learners who could decide after a trial whether to receive knowledge of results estimated their own movement outcomes more accurately in retention than Self-Before learners and their yoked counterparts. — possibly the same claim (merge candidate)
• Learners who could decide after a trial whether to receive knowledge of results (Self-After, Self-Both) showed less error on a 24-h transfer test to a new target distance than Self-Before learners and their yoked counterparts. — related
• Having control over the knowledge-of-results decision only before a motor trial (Self-Before) produced no statistically significant retention or transfer benefit over a yoked group receiving the same KR schedule. — related
• On a motor transfer test, self-controlled knowledge-of-results groups estimated their outcomes more accurately than yoked groups, and among self-controlled groups Self-After and Self-Both were more accurate than Self-Before. — related
• In this experiment, self-controlled learners showed no difference in error between trials on which they requested knowledge of results and trials on which they did not, whereas yoked learners had lower error on no-KR trials. — related