피드백 증감이 시간타이밍 학습에 미치는 영향

Purpose: The aim of this study was to investigate the effects of faded and increased feedback in a temporal timing learning. Methods: College students (N=30) were assigned to one of two feedback types randomly, which differed in feedback type (faded vs. increased). The experimental task was to depress the keys on the keyboard for producing the goal pattern as closely as possible. This experiment consisted of pre-test, acquisition stage, retention test, and transfer test. The relative timing error and the absolute timing error as dependent variables were acquired for all trials. Results: Pre-test showed that the faded and increased group had a similar temporal timing performance before doing acquisition session. At acquisition session, the analysis on relative timing error and absolute timing error indicated main effects of block. The analysis, however, on only relative timing error showed main effect of group. The analysis of retention or transfer test didn’t indicate main effects of group. However, the analysis of absolute timing error on transfer test indicated main effect of block. Conclusion: This results showed a change in the relative timing performance on the faded or the increased feedback, but temporal timing learning produced a similar result. Thus, learning strategies, which utilize faded or increased feedback effectively, might be required depending on the learning circumstances and the goal of task.