اثر بازخورد خود كنترلي بر يادگيري زمان بندي نسبي و مطلق

The Effects ofFeedback Schedules on Relative and Absolute Timing Learning

This paper examines whether feedback schedules (self-control, yoked, and instructor) have different effects on relative and absolute timing. Sixty volunteer Participants were randomly assigned to self-control, yoked, and instructor groups. They practiced a sequential timing task. The task required participants to press four keys (2,6,8,4). One group of learners (self-control) was provided with a feedback whenever they requested it; whereas, the other groups (yoked, instructor) had no influence on the feedback schedules. The analyses demonstrated that the self-control groups showed learning benefits on acquisition, retention and delayed transfer tests with regard to relative-timing accuracy. In the acquisition phase, relative timing errors were lower for the selfcontrol and instructor groups, but not for the yoked group. During the retention phase, relative timing errors were lower for the self-control and instructor groups, but not for the yoked group. During the transfer phase, relative timing errors were lower for the self-control group, but not for the yoked group. This might explain self-control feedback develop the generalized motor program but not parameter learning and support the theoretical separation of GMP and parameter processes.