Feedback-related negativity (FRN) is an ERP component that distinguishes positive from negative feedback. FRN has been hypothesized to be the product of an error signal that may be used to adjust future behavior. In addition, associative learning models assume that the trial-to-trial learning of cue-outcome mappings involves the minimization of an error term. This study evaluated whether FRN is...

the aim of this study was to determine the probable relationship of failure and success with self-efficacy expectations in learning shooting skill. the subjects were 63 physical education students of urmia university who were assigned to two experimental and one control group. the subjects received training in air-rifle shooting for one day and practiced it for three days. at the end of each pr...

Researchers in the domain of haptic training are now entering the long-standing debate regarding whether or not it is best to learn a skill by experiencing errors. Haptic training paradigms provide fertile ground for exploring how various theories about feedback, errors and physical guidance intersect during motor learning. Our objective was to determine how error minimizing, error augmenting a...

Visuomotor adaptation has been thought to be an implicit process that results when a sensory-prediction error signal is used to update a forward model. A striking feature of human competence is the ability to receive verbal instructions and employ strategies to solve tasks; such explicit processes could be used during visuomotor adaptation. Here, we used a novel task design that allowed us to o...

This paper proposes a method for evaluating grammatical error detection methods to maximize the learning effect obtained by grammatical error detection. To achieve this, this paper sets out the following two hypotheses — imperfect, rather than perfect, error detection maximizes learning effect; and precisionoriented error detection is better than a recall-oriented one in terms of learning effec...

Feedback during learning is critical for evaluating new skills. Computerbased tutoring systems have the potential to detect errors and to guide students by providing informative feedback, but few studies have evaluated the real impact of different types of feedback. This article presents results of such a study using the Geometry Tutor for building geometry proofs. It was found that feedback ab...

We evaluated the effect of providing error-flagging as support for error detection, but not error correction while the student is solving a problem. We found that providing error-flagging in addition to demand feedback during practice learning was no more effective than providing only demand feedback when the tutor did not explicitly mention that errors were being flagged. On the other hand, ex...