피드백 증감 조건에서의 자기 통제 학습 연구

Purpose: The purpose of this study was to identify the effect of self-controlled feedback learning in practice conditions of faded and increased feedback. Methods: Twenty-four participants were randomly assigned to either increased self-controlled feedback group or faded self-controlled feedback group. Timing task was to press the he J and the F keys on the computer keyboard with right and left index fingers to match the target displayed on the computer screen at pre-exercise phase, acquisition phase, retention test and transfer test. Relative timing error and absolute timing error were quantified to assess the participants’ performance. Results: For both groups, relative timing error and absolute timing error significantly reduced across blocks during acquisition and only absolute timing error reduced significantly during retention phase. However, both group demonstrated no differences on relative timing error and absolute timing error during the retention and the transfer phase. Conclusion: This results indicated that providing either faded or increased feedback could influence the improvement of temporal performance but not motor learning.