Lewis Allison F, Bohnenkamp Rachel, Johnson Lynn, den Ouden Dirk B, Wilcox Sara, Fritz Stacy L, Stewart Jill Campbell
Department of Exercise Science, University of South Carolina, Columbia, SC, United States.
Department of Communication Sciences and Disorders, University of South Carolina, Columbia, SC, United States.
Front Psychol. 2023 Jan 24;13:1005705. doi: 10.3389/fpsyg.2022.1005705. eCollection 2022.
Positive social comparative feedback indicates to the learner that they are performing better than others. While this type feedback supports motor skill learning in some tasks, the effect of social comparative feedback on implicit motor sequence learning remains unknown. The aim of this study was to determine the effect of positive social comparative feedback on the learning of and expectancies for a motor sequence task.
Forty-eight individuals practiced a joystick-based sequence task and were divided into three feedback groups: CONTROL (no performance feedback), RT ONLY (response time only feedback), and RT+POS (response time plus positive social comparison). Participants attended sessions on two consecutive days: Day 1 for repetitive motor practice/skill acquisition and Day 2 for retention testing. Performance related expectancies, like perceived competence, were measured before and after motor practice on Day 1 and at retention on Day 2.
While all groups improved with practice, the CONTROL group showed better overall performance/learning (faster response times) compared with the RT ONLY group. Despite similar response times, the RT+POS showed higher peak velocities than the RT ONLY group. Overall, the RT+POS and CONTROL demonstrated increases in perceived competence while the RT ONLY group did not.
The results of this study suggest that feedback content is an important consideration during motor practice sessions since feedback without context (RT ONLY) may be detrimental to motor sequence learning. The results also suggest that, if providing performance related feedback during practice of a skill that relies on implicit sequence learning processes, comparative context may be necessary for enhancing expectancies and supporting.
积极的社会比较反馈向学习者表明他们的表现优于他人。虽然这种类型的反馈在某些任务中支持运动技能学习，但社会比较反馈对内隐运动序列学习的影响仍然未知。本研究的目的是确定积极的社会比较反馈对运动序列任务学习和预期的影响。
48名个体练习基于操纵杆的序列任务，并被分为三个反馈组：对照组（无表现反馈）、仅反应时间组（仅反应时间反馈）和反应时间加积极社会比较组（反应时间加积极社会比较）。参与者连续两天参加实验：第1天进行重复性运动练习/技能习得，第2天进行保持测试。在第1天运动练习前后以及第2天保持测试时测量与表现相关的预期，如感知能力。
虽然所有组在练习后都有进步，但与仅反应时间组相比，对照组表现出更好的整体表现/学习效果（反应时间更快）。尽管反应时间相似，但反应时间加积极社会比较组的峰值速度高于仅反应时间组。总体而言，反应时间加积极社会比较组和对照组的感知能力有所提高，而仅反应时间组则没有。
本研究结果表明，在运动练习过程中，反馈内容是一个重要的考虑因素，因为没有背景信息的反馈（仅反应时间）可能对运动序列学习有害。结果还表明，如果在依赖内隐序列学习过程的技能练习期间提供与表现相关的反馈，比较背景可能对于增强预期和提供支持是必要的。
