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Please use this identifier to cite or link to this item: http://hdl.handle.net/1843/49444
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dc.creatorBárbara Piacentini Ferreirapt_BR
dc.creatorLeandro Fernandes Malloy Dinizpt_BR
dc.creatorJuliana Otoni Parmapt_BR
dc.creatorNathálya Gardênia de Holanda Marinho Nogueirapt_BR
dc.creatorTércio Apolinário Souzapt_BR
dc.creatorHerbert Ugrinowitschpt_BR
dc.creatorGuilherme Menezes Lagept_BR
dc.date.accessioned2023-02-02T14:02:50Z-
dc.date.available2023-02-02T14:02:50Z-
dc.date.issued2019-02-
dc.citation.volume126pt_BR
dc.citation.issue1pt_BR
dc.citation.spage157pt_BR
dc.citation.epage179pt_BR
dc.identifier.doihttps://doi.org/10.1177/0031512518807341pt_BR
dc.identifier.issn1558-688Xpt_BR
dc.identifier.urihttp://hdl.handle.net/1843/49444-
dc.description.resumoMany studies have attributed self-controlled feedback benefits associated with motor learning to learners' greater information processing during practice. However, individual learner characteristics like their impulsivity can also influence how people engage cognitively during learning. We investigated possible dissociations between the types of interaction in self-controlled knowledge of results (KR) and learner impulsivity levels in learning a sequential motor task. Ninety volunteers responded to the self-restraint section of the Barkley deficits in executive functioning scale, and those 60 participants with the highest (n = 30) and lowest (n = 30) impulsivity scores practiced a motor task involving sequential pressing of four keys in predetermined absolute and relative times. We further divided participants into four experimental groups by assigning the high- and low-impulsivity groups to two forms of KR—self-controlled absolute and yoked. Study results showed no interaction effect between impulsivity and self-controlled KR, and, contrary to expectation, self-controlled KR did not benefit learning, independently of impulsivity. However, low-impulsivity participants performed better than high-impulsivity participants on the absolute dimension of the transfer task, while high-impulsivity learners were better at the relative dimension. Cognitive characteristics of automatic and reflexive processing were expressed by the strategies used to direct attention to relative and absolute task dimensions, respectively. Low-impulsivity learners switched their attention to both dimensions at the end of practice, while high-impulsivity learners did not switch their attention or directed it only to the relative dimension at the end of the practice. These results suggest that the cognitive styles of high- and low-impulsive learners differentially favor learning distinct dimensions of a motor task, regardless of self-controlled KR.pt_BR
dc.format.mimetypepdfpt_BR
dc.languageengpt_BR
dc.publisherUniversidade Federal de Minas Geraispt_BR
dc.publisher.countryBrasilpt_BR
dc.publisher.departmentEEF - DEPARTAMENTO DE EDUCAÇÃO FÍSICApt_BR
dc.publisher.departmentEEF - DEPARTAMENTO DE ESPORTESpt_BR
dc.publisher.initialsUFMGpt_BR
dc.relation.ispartofPerceptual and Motor Skillspt_BR
dc.rightsAcesso Abertopt_BR
dc.subjectImpulsivitypt_BR
dc.subjectKnowledge of resultspt_BR
dc.subjectCognitive stylespt_BR
dc.subjectAutomatic processingpt_BR
dc.subjectReflexive processingpt_BR
dc.subject.otherImpulsopt_BR
dc.subject.otherCogniçãopt_BR
dc.subject.otherAprendizagem motorapt_BR
dc.titleSelf-controlled feedback and learner impulsivity in sequential motor learningpt_BR
dc.typeArtigo de Periódicopt_BR
dc.url.externahttps://journals.sagepub.com/doi/10.1177/0031512518807341?url_ver=Z39.88-2003&rfr_id=ori:rid:crossref.org&rfr_dat=cr_pub%20%200pubmedpt_BR
dc.identifier.orcidhttp://orcid.org/0000-0002-1366-0302pt_BR
dc.identifier.orcidhttps://orcid.org/0000-0002-6606-1354pt_BR
dc.identifier.orcidhttps://orcid.org/0000-0002-3118-9921pt_BR
dc.identifier.orcidhttp://orcid.org/0000-0003-0286-7559pt_BR
dc.identifier.orcidhttps://orcid.org/0000-0002-2136-0238pt_BR
dc.identifier.orcidhttps://orcid.org/0000-0003-0317-1940pt_BR
dc.identifier.orcidhttps://orcid.org/0000-0001-8296-3676pt_BR
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