Self-controlled learning: the importance of protecting perceptions of competence.

Recent studies examining the role of self-controlled feedback have shown that learners ask for feedback after what they believe was a "good" rather than "poor" trial. Also, trials on which participants request feedback are often more accurate than those without feedback. The present study examined whether manipulating participants' perception of "good" performance would have differential effects on learning. All participants practiced a coincident-anticipation timing task with a self-controlled feedback schedule during practice. Specifically, they were able to ask for feedback after 3 trials in each of three 10-trial practice blocks. While one group (Self-30) was told that an error of 30 ms or less would be considered good performance, another group (Self-4) was informed that an error of 4 ms or less would be considered a good trial. A third, self-control group (Self) did not receive any information about what constituted good performance. The results showed that participants of all groups asked for feedback primarily after relatively good trials. At the end of practice, both the Self-30 and Self groups demonstrated greater perceived competence and self-efficacy than the Self-4 group. The Self-30 and Self groups also performed with greater accuracy and less variability in retention and transfer (non-dominant hand) 1 day later. The present findings indicated that the typical learning benefits of self-controlled practice can be thwarted by depriving learners of the opportunity of experiencing competence through good performance. They add to the accumulating evidence of motivational influences on motor learning.

Motor learning benefits of self-controlled practice in persons with Parkinson's disease.

The present study examined the effectiveness of a training method to enhance balance in people with PD, which could potentially reduce their risk for falls. Specifically, we investigated whether the benefits of the self-controlled use of a physical assistance device for the learning of a balance task, found previously in healthy adults, would generalize to adults with PD. Twenty-eight individuals with PD were randomly assigned to one of two groups, a self-control and a yoked (control) group. The task required participants to stand on a balance platform (stabilometer), trying to keep the platform as close to horizontal as possible during each 30-s trial. In the self-control group, participants had a choice, on each of 10 practice trials, to use or not to use a balance pole. Participants in the yoked group received the same balance pole on the schedule used by their counterparts in the self-control group, but did not have a choice. Learning was assessed one day later by a retention test. The self-control group demonstrated more effective learning of the task than the yoked group. Questionnaire results indicated that self-control participants were more motivated to learn the task, were less nervous, and less concerned about their body movements relative to yoked participants. Possible reasons for the learning benefits of self-controlled practice, including a basic psychological need for autonomy, are discussed.