Effects of Feedback on Learning of a Motor Sequence Task
Study Details
Study Description
Brief Summary
Feedback delivered during motor practice can help promote motor skill learning and promote confidence. However, the optimal way to provide feedback to promote learning and confidence is unknown. This project will study how the feedback that is provided during practice of a movement skill can help people learn and build confidence. The investigators will measure motor skill performance and confidence before and after a session of motor practice.
| Condition or Disease | Intervention/Treatment | Phase |
|---|---|---|
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N/A |
Detailed Description
Feedback may be a useful tool to optimize motor learning during practice. For example, feedback during practice that indicates the learner is performing above average (i.e. positive social comparative feedback) enhances motor skill learning and self-efficacy in healthy adults. While this type of feedback is hypothesized to promote learning in some tasks, no studies have examined whether positive social comparative feedback during practice promotes motor learning in a traditional motor sequence task. Therefore, the aim of the proposed project is to investigate the effect of positive social comparative feedback on the learning of a joystick-based motor sequence task in healthy adults. The study aims to recruit 60 participants who will be randomized into 1 of 3 feedback groups (control group, performance feedback, and performance plus positive feedback). Participants will practice a motor sequence task on a single day and then return for retention performance testing about 24 hours later. Changes in performance (response time to complete a sequence) and self-efficacy will be measured from baseline to 24 hours later at retention.
Study Design
Arms and Interventions
| Arm | Intervention/Treatment |
|---|---|
| Active Comparator: Control Practice of a joystick based motor sequence task. Participants receive feedback that they have completed the practice trials in that block of practice. |
Behavioral: Motor Sequence Task
Participants will be seated at a laptop with the right hand on a standard joystick. The movement of the joystick will move a cursor on the computer screen. Targets will appear on the laptop screen as a circle in one of twelve spatially distinct locations. The learner must move the joystick "cursor" to inside the target before the next target will appear.
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| Experimental: Performance Feedback Practice of a joystick based motor sequence task. Participants receive feedback on their response time to complete the trials in the practice block. |
Behavioral: Motor Sequence Task
Participants will be seated at a laptop with the right hand on a standard joystick. The movement of the joystick will move a cursor on the computer screen. Targets will appear on the laptop screen as a circle in one of twelve spatially distinct locations. The learner must move the joystick "cursor" to inside the target before the next target will appear.
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| Experimental: Performance plus Positive Feedback Practice of a joystick based motor sequence task. Participants receive feedback on their response time to complete the trials in the practice block plus positive social comparative feedback. |
Behavioral: Motor Sequence Task
Participants will be seated at a laptop with the right hand on a standard joystick. The movement of the joystick will move a cursor on the computer screen. Targets will appear on the laptop screen as a circle in one of twelve spatially distinct locations. The learner must move the joystick "cursor" to inside the target before the next target will appear.
|
Outcome Measures
Primary Outcome Measures
- Response Time [Change from baseline to retention at 24 hours]
Time to complete one sequence
- Task Confidence [Change from baseline to retention at 24 hours]
Self-reported confidence in ability to complete a sequence in a given time on a scale of 0 to 10 with a 10 equating to higher confidence
Secondary Outcome Measures
- Peak Velocity [Change from baseline to retention at 24 hours]
Average speed to capture a target within a sequence
- Peak Velocity [Change from baseline to immediately after practice]
Average speed to capture a target within a sequence
- Total Path Distance [Change from baseline to retention at 24 hours]
Total distance traveled to complete one sequence
- Total Path Distance [Change from baseline to immediately after practice]
Total distance traveled to complete one sequence
- Time to Peak Velocity [Change from baseline to retention at 24 hours]
Mean time to peak velocity for movement to a target within a sequence
- Time to Peak Velocity [Change from baseline to immediately after practice]
Mean time to peak velocity for movement to a target within a sequence
- Perceived Competence [Change from baseline to retention at 24 hours]
Mean score on the Perceived Competence subscale of the Intrinsic Motivation Inventory where each item ranges from 0 to 7 with a higher value equating to higher competence
- Perceived Competence [Change from baseline to immediately after practice]
Mean score on the Perceived Competence subscale of the Intrinsic Motivation Inventory where each item ranges from 0 to 7 with a higher value equating to higher competence
- Perceived Interest/Enjoyment [Change from baseline to retention at 24 hours]
Mean score on the Interest/Enjoyment subscale of the Intrinsic Motivation Inventory where each item ranges from 0 to 7 with a higher value equating to higher enjoyment
- Perceived Interest/Enjoyment [Change from baseline to immediately after practice]
Mean score on the Interest/Enjoyment subscale of the Intrinsic Motivation Inventory where each item ranges from 0 to 7 with a higher value equating to higher enjoyment
- Positive Affect [Change from baseline to retention at 24 hours]
Total score for general positive affect on the Positive and Negative Affect Scale with a range from 10 to 50 with higher scores equating to higher positive affect
- Positive Affect [Change from baseline to immediately after practice]
Total score for general positive affect on the Positive and Negative Affect Scale with a range from 10 to 50 with higher scores equating to higher positive affect
- Response Time [Change from baseline to immediately after practice]
Time to complete one sequence
- Task Confidence [Change from baseline to immediately after practice]
Self-reported confidence in ability to complete a sequence in a given time on a scale of 0 to 10 with a 10 equating to higher confidence
Eligibility Criteria
Criteria
Inclusion Criteria:
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Age 18 to 40 years
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Right-hand dominant
Exclusion Criteria:
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Medical diagnosis or medication that affects dopamine (e.g. dopamine reuptake inhibitors)
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musculoskeletal issues that limit upper extremity movement
Contacts and Locations
Locations
| Site | City | State | Country | Postal Code | |
|---|---|---|---|---|---|
| 1 | University of South Carolina | Columbia | South Carolina | United States | 29208 |
Sponsors and Collaborators
- University of South Carolina
Investigators
None specified.Study Documents (Full-Text)
None provided.More Information
Publications
None provided.- Pro00095119