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ERIC Number: EJ840538
Record Type: Journal
Publication Date: 2008-Mar
Pages: 6
Abstractor: ERIC
ISSN: ISSN-0270-1367
Self-Controlled Feedback in 10-Year-Old Children: Higher Feedback Frequencies Enhance Learning
Chiviacowsky, Suzete; Wulf, Gabriele; de Medeiros, Franklin Laroque; Kaefer, Angelica; Wally, Raquel
Research Quarterly for Exercise and Sport, v79 n1 p122-127 Mar 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 might be more advantageous than a low feedback frequency for children of that age group. The authors followed up on the Chiviacowsky et al. (2006) study, which used a beanbag tossing task, and used the methods of Chiviacowsky et al. (2005), which compared learning in participants who requested relatively high versus low feedback frequencies. Sixty 10-year-old children (28 girls, 32 boys; M age = 10.5 years, SD = 0.8), without physical or mental disabilities, participated in this study. They were recruited from a city center public school, located in southern Brazil. The average feedback frequency in the present study was 23.8%, which is slightly lower than the 28.3% found in the previous study by Chiviacowsky and colleagues (2006), who used the same task and children of approximately the same age. In that study, learners who had control over feedback delivery (self-control group) showed more effective learning than those who had the same feedback frequency and schedule but no control over it (yoked group). Thus, while self-controlled feedback can enhance learning in children relative to prescribed feedback schedules, the results of the present study suggest that the amount of this learning benefit may depend on the frequency with which feedback is requested. In the present study, which involved a considerably larger number of participants than the Chiviacowsky et al. (2006) study, participants who requested relatively little feedback (i.e., less-KR group: 8.4% KR) clearly showed less effective learning than those who asked for feedback more frequently (i.e., more-KR group: 39.3% KR). (Contains 2 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Brazil