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.¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q3
Currency · newest study 2014 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? On retention AE, the Self-Before and Yoked-Before (M = 27.35) groups did not differ significantly; equivalence was not tested. → Carter 2014 q3 i? On transfer AE, the Self-Before and Yoked-Before (M = 26.18) groups were not significantly different; equivalence was not tested. → Carter 2014 (2)

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? · causal · r1

Laboratory experiment in which university volunteers learned a slider-positioning task under six knowledge-of-results (KR) conditions. Post hoc comparison on retention absolute error: "the Self-Before and the Yoked-Before (M = 27.35, SE = 3.66) groups did not differ significantly". No effect size is printed for this contrast.

"(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."

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 comparison on transfer absolute error in the same experiment: "the Self-Before and the Yoked-Before (M = 26.18, SE = 2.92) groups were not significantly different". No effect size is printed for this contrast.

"(1) the Self-After (M = 13.31, SE = 0.98) and Self-Both (M = 13.96, SE = 2.38) groups performed with significantly less AE than the Self-Before group (M = 23.77, SE = 1.85) and their respective Yoked groups (Yoked-After: M = 23.06, SE = 1.47; Yoked-Both: M = 27.80, SE = 2.87); and (2) the Self-Before and the Yoked-Before (M = 26.18, SE = 2.92) groups were not significantly different."

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

• Self Controlled Kr Decided After Trial Improves Motor Retention
• Self Controlled Kr Decided After Trial Improves Motor Transfer
• 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
• 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. — 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
• 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