this study aimed at investigating the effect of the type of feedback and practice on the acquisition of parameter index. for this purpose, 8 groups (each 12 subjects) were formed: constant practice group with self–controlled feedback, constant practice group with yoked feedback (yoked group), blocked practice group with self–controlled feedback, blocked practice group with yoked feedback, rando...

the purpose of this study was to examine the effect of self-control feedback on relative and absolute timing through observational and physical practices. participants (n=90) were randomly assigned to physical and observational practice (self-control, yoked, and instructor kr) groups. they practiced a sequential timing task, which required participants to press four keys (2, 6, 8, and 4) respec...

We examined the impact of self-controlled knowledge of results on the acquisition, retention, and transfer of anticipation timing skill as a function of random and blocked practice schedules. Forty-eight undergraduate students were divided into experimental groups that practiced under varying combinations of random or blocked as well as self-controlled or yoked practice conditions. Anticipation...

This paper examines whether self-controlled feedback schedules enhance learning, because they are more tailored to the performers' needs than externally controlled feedback schedules. Participants practiced a sequential timing task. One group of learners (self-control) was provided with feedback whenever they requested it, whereas another group (yoked) had no influence on the feedback schedule....

the purpose of the present study was to investigate the effect of self-controlled (sc) and instructor-controlled (ic) feedbacks on the acquisition of dart motor skill using videotape feedback. for this purpose, 200 female volunteer students of university of tehran participated in this research. after the questioners had been filled out, 36 individuals were randomly selected from 152 qualified p...

Background: One factor that has consistently been shown to enhance learning in typical participants is self-controlled practice. Objectives: The purpose of the present study was to examine whether the learning benefits of self-controlled feedback found previously in non-disabled adults would also be found in adults with Down syndrome. Methods: Participants with Down syndrome practiced a linear ...

BACKGROUND One factor that has consistently been shown to enhance learning in typical participants is self-controlled practice. OBJECTIVES The purpose of the present study was to examine whether the learning benefits of self-controlled feedback found previously in non-disabled adults would also be found in adults with Down syndrome. METHODS Participants with Down syndrome practiced a linear...