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.¶

Claim · All claims
Evidence · 1 study (3 entries) · causal r1 · q2–q3 · i1–i3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 A Choice × Type interaction (F(1,42) = 5.80, p= 0.021, ηp2 = 0.12): Yoked groups had lower AE on no-KR than KR trials, with no KR versus no-KR differences for the self-controlled groups. → Carter 2014 q3 i3 A Half × Type interaction (F(1,42) = 14.96, p< 0.001, ηp2 = 0.26): AE on KR trials in the first half of practice was significantly greater than on KR trials in the second half and on no-KR trials in both halves. → Carter 2014 (2) q2 i? A trend for decreased error on KR versus no-KR trials in the second half of practice for four groups was not statistically significant. → 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 · i1 · causal · r1

Laboratory experiment in which university volunteers learned a slider-positioning task under six knowledge-of-results (KR) conditions; mean AE on KR and no-KR practice trials was analysed with a 2 × 3 × 2 × 2 mixed-model ANOVA, finding "no differences were noted on KR versus no-KR trials for the self-controlled groups".

"A significant Choice × Type interaction was found, F(1,42) = 5.80, p= 0.021, ηp2 = 0.12, and post hoc testing showed the Yoked groups performed with lower AE on no-KR relative to KR trials, whereas no differences were noted on KR versus no-KR trials for the self-controlled groups."

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 · i3 · causal · r1

Same ANOVA on KR versus no-KR practice trials: "AE on KR trials for the first half of practice was significantly greater than AE on KR trials for the second half of practice", F(1,42) = 14.96, ηp2 = 0.26.

"There was also a significant Half × Type interaction, F(1,42) = 14.96, p< 0.001, ηp2 = 0.26, with post hoc tests revealing that AE on KR trials for the first half of practice was significantly greater than AE on KR trials for the second half of practice and no-KR trials for both halves of practice."

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

q2 · i? · causal · r1

The authors’ discussion of Table 1 in the same experiment: a "trend for decreased error on KR versus no-KR trials during the second half of practice" was not statistically significant. No test statistic is printed here.

"Although our data showed a trend for decreased error on KR versus no-KR trials during the second half of practice (for the Self-After, Self-Both, Yoked-Before, and Yoked-After groups), these differences were not statistically significant (see Table 1)."

Discussion¶

Related Claims¶

• Self Controlled Kr Decided After Trial Improves Motor Retention
• 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 (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
• 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