Self-controlled feedback and learner impulsivity in sequential motor learning

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dc.creatorBárbara Piacentini Ferreira
dc.creatorLeandro Fernandes Malloy Diniz
dc.creatorJuliana Otoni Parma
dc.creatorNathálya Gardênia de Holanda Marinho Nogueira
dc.creatorTércio Apolinário Souza
dc.creatorHerbert Ugrinowitsch
dc.creatorGuilherme Menezes Lage
dc.date.accessioned2023-02-02T14:02:50Z
dc.date.accessioned2025-09-09T01:08:49Z
dc.date.available2023-02-02T14:02:50Z
dc.date.issued2019-02
dc.format.mimetypepdf
dc.identifier.doihttps://doi.org/10.1177/0031512518807341
dc.identifier.issn1558-688X
dc.identifier.urihttps://hdl.handle.net/1843/49444
dc.languageeng
dc.publisherUniversidade Federal de Minas Gerais
dc.relation.ispartofPerceptual and Motor Skills
dc.rightsAcesso Aberto
dc.subjectImpulso
dc.subjectCognição
dc.subjectAprendizagem motora
dc.subject.otherImpulsivity
dc.subject.otherKnowledge of results
dc.subject.otherCognitive styles
dc.subject.otherAutomatic processing
dc.subject.otherReflexive processing
dc.titleSelf-controlled feedback and learner impulsivity in sequential motor learning
dc.typeArtigo de periódico
local.citation.epage179
local.citation.issue1
local.citation.spage157
local.citation.volume126
local.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.
local.identifier.orcidhttp://orcid.org/0000-0002-1366-0302
local.identifier.orcidhttps://orcid.org/0000-0002-6606-1354
local.identifier.orcidhttps://orcid.org/0000-0002-3118-9921
local.identifier.orcidhttp://orcid.org/0000-0003-0286-7559
local.identifier.orcidhttps://orcid.org/0000-0002-2136-0238
local.identifier.orcidhttps://orcid.org/0000-0003-0317-1940
local.identifier.orcidhttps://orcid.org/0000-0001-8296-3676
local.publisher.countryBrasil
local.publisher.departmentEEF - DEPARTAMENTO DE EDUCAÇÃO FÍSICA
local.publisher.departmentEEF - DEPARTAMENTO DE ESPORTES
local.publisher.initialsUFMG
local.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%200pubmed

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