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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing all 7 results
Self-Controlled Practice Enhances Motor Learning in Introverts and Extroverts
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Kaefer, Angélica; Chiviacowsky, Suzete; Meira, Cassio de Miranda, Jr.; Tani, Go – Research Quarterly for Exercise and Sport, 2014
Purpose: The purpose of the present study was to investigate the effects of self-controlled feedback on the learning of a sequential-timing motor task in introverts and extroverts. Method: Fifty-six university students were selected by the Eysenck Personality Questionnaire. They practiced a motor task consisting of pressing computer keyboard keys…
Descriptors: Motor Development, Self Control, Extraversion Introversion, College Students
Normative Feedback Effects on Learning a Timing Task
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Wulf, Gabriele; Chiviacowsky, Suzete; Lewthwaite, Rebecca – Research Quarterly for Exercise and Sport, 2010
This study investigated the influence of normative feedback on learning a sequential timing task. In addition to feedback about their performance per trial, two groups of participants received bogus normative feedback about a peer group's average block-to-block improvement after each block of 10 trials. Scores indicated either greater (better…
Descriptors: Feedback (Response), Peer Groups, Psychomotor Skills, Task Analysis
Knowledge of Results after Good Trials Enhances Learning in Older Adults
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Chiviacowsky, Suzete; Wulf, Gabriele; Wally, Raquel; Borges, Thiago – Research Quarterly for Exercise and Sport, 2009
In recent years, some researchers have examined motor learning in older adults. Some of these studies have specifically looked at the effectiveness of different manipulations of extrinsic feedback, or knowledge of results (KR). Given that many motor tasks may already be more challenging for older adults compared to younger adults, making KR more…
Descriptors: Feedback (Response), Research Design, Young Adults, Older Adults
Self-Controlled Feedback in 10-Year-Old Children: Higher Feedback Frequencies Enhance Learning
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Chiviacowsky, Suzete; Wulf, Gabriele; de Medeiros, Franklin Laroque; Kaefer, Angelica; Wally, Raquel – Research Quarterly for Exercise and Sport, 2008
The purpose of the present study was to examine whether learning in 10-year-old children--that is, the age group for which the Chiviacowsky et al. (2006) study found benefits of self-controlled knowledge of results (KR)--would differ depending on the frequency of feedback they chose. The authors surmised that a relatively high feedback frequency…
Descriptors: Feedback (Response), Control Groups, Age, Foreign Countries
Learning Benefits of Self-Controlled Knowledge of Results in 10-Year-Old Children
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Chiviacowsky, Suzete; Wulf, Gabriele; Laroque de Medeiros, Franklin; Kaefer, Angelica; Tani, Go – Research Quarterly for Exercise and Sport, 2008
The purpose of the present study was to examine whether the learning benefits of self-controlled knowledge of results (KR) would generalize to children. Specifically, the authors chose 10-year-old children representative of late childhood. The authors used a task that required the children to toss beanbags at a target. One group received KR…
Descriptors: Feedback (Response), Scores, Perceptual Development, Children
Feedback after Good Trials Enhances Learning
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Chiviacowsky, Suzete; Wulf, Gabriele – Research Quarterly for Exercise and Sport, 2007
Recent studies (Chiviacowsky & Wulf, 2002, 2005) have shown that learners prefer to receive feedback after they believe they had a "good" rather than "poor" trial. The present study followed up on this finding and examined whether learning would benefit if individuals received feedback after good relative to poor trials. Participants practiced a…
Descriptors: Feedback (Response), Handedness, Object Manipulation, Attitude Measures
Self-Controlled Feedback Is Effective if It Is Based on the Learner's Performance
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Chiviacowsky, Suzete; Wulf, Gabriele – Research Quarterly for Exercise and Sport, 2005
The study follows up on the contention that self-controlled feedback schedules benefit learning, because they are more tailored to the performers' needs than externally controlled feedback schedules (Chiviacowsky & Wulf, 2002). Under this assumption, one would expect learning advantages for individuals who decide whether they want to receive…
Descriptors: Feedback, Psychomotor Skills, Motor Development, Sequential Learning