The effects of subject-generated verbal strategies on the learning of a novel motor skill.
The effects of subject-generated verbal strategies on the learning of a novel motor skill.
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Date
2001
Authors
Ramos-grasa, Adolfo
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Publisher
Middle Tennessee State University
Abstract
The main purpose of the present study was to determine the effects of subject-generated verbal strategies (VS) on the learning of a novel skill. The second purpose of the study was to determine the effects of knowledge of performance (KP) on the learning of a novel motor skill. The third purpose of the study was to examine the interaction effects of knowledge of results (KR) and KP on the learning of a novel motor skill.
The study consisted of three testing phases, the Acquisition phase, the Immediate Retention phase, and the Retention phase.
Study subjects were eighty college-aged students (mean age = 19) enrolled in physical education courses at Middle Tennessee State University. The subjects were randomly assigned to one of four groups. Each of the four groups had 20 subjects. A three-factor analysis of variance (ANOVA) was used to analyze the results. The independent variables measured were VS, KP, and Trials (Blocks).
Subjects who completed the novel task using VS performed, on average, with less error than subjects without VS during Acquisition phase. A VS main effect was found. Subjects in all four groups improved performance, on average, over trial blocks with practice, during Acquisition. Statistical evidence supported this observation with a main trial block effect for Absolute Error (AE).
During Retention phase, subjects who completed the novel task using VS performed, on average, with less error than subjects without VS. No significant differences were found between these. However, a trial block by VS interaction was obtained.
The present findings support the importance of providing feedback for the acquisition and retention of a novel motor skill. The findings of the present study suggested that VS was beneficial for performance and for learning of a novel motor skill.
Future research is recommended to investigate the effects of subject-generated VS when experimenters provide information on how to verbally strategize using KR or KR and KP as reference.
The study consisted of three testing phases, the Acquisition phase, the Immediate Retention phase, and the Retention phase.
Study subjects were eighty college-aged students (mean age = 19) enrolled in physical education courses at Middle Tennessee State University. The subjects were randomly assigned to one of four groups. Each of the four groups had 20 subjects. A three-factor analysis of variance (ANOVA) was used to analyze the results. The independent variables measured were VS, KP, and Trials (Blocks).
Subjects who completed the novel task using VS performed, on average, with less error than subjects without VS during Acquisition phase. A VS main effect was found. Subjects in all four groups improved performance, on average, over trial blocks with practice, during Acquisition. Statistical evidence supported this observation with a main trial block effect for Absolute Error (AE).
During Retention phase, subjects who completed the novel task using VS performed, on average, with less error than subjects without VS. No significant differences were found between these. However, a trial block by VS interaction was obtained.
The present findings support the importance of providing feedback for the acquisition and retention of a novel motor skill. The findings of the present study suggested that VS was beneficial for performance and for learning of a novel motor skill.
Future research is recommended to investigate the effects of subject-generated VS when experimenters provide information on how to verbally strategize using KR or KR and KP as reference.
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