@article{ref1,
title="Examining the preferred self-controlled KR schedules of learners and peers during motor skill learning",
journal="Journal of Motor Behavior",
year="2015",
author="McRae, Matthew and Patterson, Jae Todd and Hansen, Steve",
volume="47",
number="6",
pages="527-534",
abstract="In many practical situations, learners are provided with feedback in the form of knowledge of results (KR) by a peer. However, when peers provide KR is currently unknown. When given the opportunity to request KR in a self-controlled manner, some participants have reported a preference for requesting KR after good performances. Alternatively, peers may provide KR in a different fashion. Subsequently, a discrepancy between the learner's desire to receive KR and when a peer provides KR may arise. In our study, peer- and self-controlled KR schedules were compared. Participants were peers who controlled KR (PC; 8), learners with peers (P-L; 8), or learners with self-control (SC; 8). Participants in the two learning groups (P-L and SC groups) completed a serial-timing task with a goal time of 2500 ms. Absolute error data on KR and no-KR trials along with self-reports indicate that participants with self-control preferred KR after good trials and peers preferred to provide KR after both good and bad trials equally. <br><br>RESULTS from the delayed retention test indicated that peer-controlled learners were more consistent (i.e., in terms of variable error) than the self-control group.<p /> <p>Language: en</p>",
language="en",
issn="0022-2895",
doi="10.1080/00222895.2015.1020357",
url="http://dx.doi.org/10.1080/00222895.2015.1020357"
}