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    Prior knowledge of final testing improves sensorimotor learning through self-scheduled practice

    Access Status
    Fulltext not available
    Authors
    Bastos, F.
    Marinovic, Welber
    de Rugy, A.
    Tani, G.
    Date
    2013
    Type
    Journal Article
    
    Metadata
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    Citation
    Bastos, F. and Marinovic, W. and de Rugy, A. and Tani, G. 2013. Prior knowledge of final testing improves sensorimotor learning through self-scheduled practice. Human Movement Science. 32 (1): pp. 192-202.
    Source Title
    Human Movement Science
    DOI
    10.1016/j.humov.2012.11.008
    ISSN
    0167-9457
    School
    School of Psychology and Speech Pathology
    URI
    http://hdl.handle.net/20.500.11937/50372
    Collection
    • Curtin Research Publications
    Abstract

    The elaboration of learning strategies has been considered a key factor to explain sensorimotor learning gains obtained in self-scheduled practice conditions. Nevertheless, the effect of prior knowledge of the testing context (i.e., the learning goal) on that process has been neglected. This study sought to determine whether: (a) learners in a self-controlled condition make different choices contingent on having or not having a learning goal; (b) providing a learning goal would modify the effects of a self-controlled practice condition, and (c) the effect of providing a learning goal would be due to the augmented cognitive effort or to the practice schedule resulting from the learning strategies. The results show that prior knowledge of a variable testing context affects the elaboration of learning strategies and improves skill acquisition in a self-scheduled practice condition. Furthermore, learning gains can be attributed to the self-imposed practice schedule resulting from the learning strategies, and not to the process of elaborating them.

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