Chiviacowsky Suzete, Drews Ricardo
School of Physical Education, Federal University of Pelotas, Pelotas, RS, Brazil.
PLoS One. 2014 Feb 11;9(2):e88989. doi: 10.1371/journal.pone.0088989. eCollection 2014.
Non-generic feedback refers to a specific event and implies that performance is malleable, while generic feedback implies that task performance reflects an inherent ability. The present study examined the influences of generic versus non-generic feedback on motor performance and learning in 10-year-old children. In the first experiment, using soccer ball kicking at a target as a task, providing participants with generic feedback resulted in worse performance than providing non-generic feedback, after both groups received negative feedback. The second experiment measured more permanent effects. Results of a retention test, performed one day after practicing a throwing task, showed that participants who received non-generic feedback during practice outperformed the generic feedback group, after receiving a negative feedback statement. The findings demonstrate the importance of the wording of feedback. Even though different positive feedback statements may not have an immediate influence on performance, they can affect performance, and presumably individuals' motivation, when performance is (purportedly) poor. Feedback implying that performance is malleable, rather than due to an inherent ability, seems to have the potential to inoculate learners against setbacks--a situation frequently encountered in the context of motor performance and learning.
非一般性反馈指的是特定事件，意味着表现是可塑的，而一般性反馈意味着任务表现反映了一种内在能力。本研究考察了一般性反馈与非一般性反馈对10岁儿童运动表现和学习的影响。在第一个实验中，以踢向目标的足球作为任务，在两组都收到负面反馈后，向参与者提供一般性反馈导致的表现比提供非一般性反馈更差。第二个实验测量了更持久的影响。在练习投掷任务一天后进行的留存测试结果表明，在收到负面反馈陈述后，在练习期间收到非一般性反馈的参与者表现优于一般性反馈组。这些发现证明了反馈措辞的重要性。即使不同的积极反馈陈述可能不会对表现产生即时影响，但当表现（据称）不佳时，它们会影响表现，大概也会影响个体的动机。暗示表现是可塑的而非源于内在能力的反馈似乎有可能使学习者免受挫折——这是运动表现和学习背景中经常遇到的情况。
