科研之友
微信
新浪微博
Facebook
分享链接
摘要
This study investigated the influence of normative feedback on learning a sequential tuning task In addition to feedback about their performance per trial, two groups of participants received bogus normative feedback about a peel groups average block-to-block improvement after each block of 10 trials Scores indicated either greater (better group) or less (worse group) than the average improvement, respectively On the transfer test 1 day later, which required producing novel absolute movement tunes, the better group demonstrated mew effective learning than the wane group These findings add to the mounting evidence that motivational factors affect motor skill learning
- 出版日期2010-12
