Examining peer-controlled KR schedules during the learning of a movement-timing task as a function of task experience.

Learners can be provided with feedback in the form of knowledge of results (KR), under self-controlled and peer-controlled schedules. Recently, McRae, Hansen, and Patterson (2015), identified that inexperienced peers can provide KR that can facilitate motor skill acquisition. However, it is currently unknown whether previous task experience differentially impacts how peers present learners with KR and whether this KR impacts motor skill acquisition. In the present study, participants were randomly assigned to become inexperienced peer facilitators, learners with an inexperienced peer, learners with self-control who later became experienced peers, learners with an experienced peer, or learners in a control group. During acquisition learners completed a serial-timing task with a goal of 2500ms and returned approximately twenty four hours later for a delayed retention, time transfer, and pattern transfer test. We predicted that during the delayed tests, learners with self-control would outperform all other groups. Furthermore, we predicted that learners who received KR from experienced peers would outperform learners who received KR from inexperienced peers. However, our results indicated that participants who received peer-controlled and self-controlled KR schedules learned the task in an equivalent manner. Thus, our results are novel as they identify that inexperienced peers can provide KR that is as effective as KR provided by experienced peers and KR requested under self-controlled conditions. Acknowledgements My sincerest thanks go to my supervisor Dr. Jae Patterson for his guidance and expertise throughout this process. Your dedication to this project did not go unnoticed. I truly respect your work ethic and dedication to academia. I appreciate everything that you did for me and cannot thank you enough. To Dr. Steve Hansen, I would like to thank you for taking me under your wing. If it was not for you I can honestly say that I may have never travelled this path. Thank you for sticking with me and being patient over the last five years. To Dr. Phil Sullivan, I would like to say thank you for teaching me the fundamentals of statistics. Your course in my first year aided me in my data analyses and your unique perspectives truly got me thinking “outside of the box”. To my grandparents, your prayers, notes and encouraging texts were a large part of my success. You were always on my mind and knowing you were there for me helped me through some tough times. To my family, thank you for being there every step of the way. There were nights where I wanted nothing more than to simply quit. However, after a good “vent” or after being rationally walked through things I eventually calmed down. “One step at a time” I completed this thesis and your unconditional support meant the world to me. Finally, to my lab partner, biking buddy, best friend and soul mate. No one but you truly knows what it took to complete this project. Emotionally this journey was a rollercoaster and I wouldn’t have wanted to go on this ride without you. You were always there to pick me up when I was down and to make each little win feel monumental. With you by my side I feel like I can accomplish anything! Just like everything else (ya we’re gross) this thesis is ours to share. I love you and can’t wait to see what we can accomplish TOGETHER. TABLE OF CONTENTS CHAPTER 1: REVIEW OF LITERATURE 1 1.1 Motor Learning 1 1.2 Knowledge of Results 6 1.3 Self-Controlled KR 8 1.4 Dyad Learning 12 1.5 Peer-Controlled Feedback Schedules 17 CHAPTER 2: INTRODUCTION 20 2.

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