Prior knowledge of final testing improves sensorimotor learning through self-scheduled practice
The elaboration of learning strategies has been considered a key factor to explain sensorimotor learning gains obtained in self-scheduled practice conditions. Nevertheless, the effect of prior knowledge of the testing context (i.e., the learning goal) on that process has been neglected. This study s...
| Main Authors: | , , , |
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| Format: | Journal Article |
| Published: |
Elsevier BV; North Holland
2013
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| Online Access: | http://hdl.handle.net/20.500.11937/50372 |
| _version_ | 1848758458969489408 |
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| author | Bastos, F. Marinovic, Welber de Rugy, A. Tani, G. |
| author_facet | Bastos, F. Marinovic, Welber de Rugy, A. Tani, G. |
| author_sort | Bastos, F. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | The elaboration of learning strategies has been considered a key factor to explain sensorimotor learning gains obtained in self-scheduled practice conditions. Nevertheless, the effect of prior knowledge of the testing context (i.e., the learning goal) on that process has been neglected. This study sought to determine whether: (a) learners in a self-controlled condition make different choices contingent on having or not having a learning goal; (b) providing a learning goal would modify the effects of a self-controlled practice condition, and (c) the effect of providing a learning goal would be due to the augmented cognitive effort or to the practice schedule resulting from the learning strategies. The results show that prior knowledge of a variable testing context affects the elaboration of learning strategies and improves skill acquisition in a self-scheduled practice condition. Furthermore, learning gains can be attributed to the self-imposed practice schedule resulting from the learning strategies, and not to the process of elaborating them. |
| first_indexed | 2025-11-14T09:44:19Z |
| format | Journal Article |
| id | curtin-20.500.11937-50372 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T09:44:19Z |
| publishDate | 2013 |
| publisher | Elsevier BV; North Holland |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-503722017-09-13T15:41:03Z Prior knowledge of final testing improves sensorimotor learning through self-scheduled practice Bastos, F. Marinovic, Welber de Rugy, A. Tani, G. The elaboration of learning strategies has been considered a key factor to explain sensorimotor learning gains obtained in self-scheduled practice conditions. Nevertheless, the effect of prior knowledge of the testing context (i.e., the learning goal) on that process has been neglected. This study sought to determine whether: (a) learners in a self-controlled condition make different choices contingent on having or not having a learning goal; (b) providing a learning goal would modify the effects of a self-controlled practice condition, and (c) the effect of providing a learning goal would be due to the augmented cognitive effort or to the practice schedule resulting from the learning strategies. The results show that prior knowledge of a variable testing context affects the elaboration of learning strategies and improves skill acquisition in a self-scheduled practice condition. Furthermore, learning gains can be attributed to the self-imposed practice schedule resulting from the learning strategies, and not to the process of elaborating them. 2013 Journal Article http://hdl.handle.net/20.500.11937/50372 10.1016/j.humov.2012.11.008 Elsevier BV; North Holland restricted |
| spellingShingle | Bastos, F. Marinovic, Welber de Rugy, A. Tani, G. Prior knowledge of final testing improves sensorimotor learning through self-scheduled practice |
| title | Prior knowledge of final testing improves sensorimotor learning through self-scheduled practice |
| title_full | Prior knowledge of final testing improves sensorimotor learning through self-scheduled practice |
| title_fullStr | Prior knowledge of final testing improves sensorimotor learning through self-scheduled practice |
| title_full_unstemmed | Prior knowledge of final testing improves sensorimotor learning through self-scheduled practice |
| title_short | Prior knowledge of final testing improves sensorimotor learning through self-scheduled practice |
| title_sort | prior knowledge of final testing improves sensorimotor learning through self-scheduled practice |
| url | http://hdl.handle.net/20.500.11937/50372 |