Dissertation/Thesis Abstract

Self-controlled learning and differential goals: Does "too easy" and "too difficult" affect the self-control paradigm?
by Ho, Rachel L. M., M.S., California State University, Long Beach, 2016, 38; 10239730
Abstract (Summary)

In the learning and cognitive fields it has been well established that a two-way interaction between instructor and participant is more beneficial for learning. Within Motor Control and Learning, this process comes to fruition through what is known as self-controlled practice. The purpose of this study is to determine how goals influence the process of self-controlled practice. It was hypothesized that there will be a difference in learning between the self-controlled group (SC) and a yoked group (Y) as well as a difference in learning between the SC groups with respect to timing goal. One hundred and twenty young adults participated in this experiment. Participants in the self-control group were provided control over the amount of practice trials they completed during practice while participants in the yoked group received the same amount of practice trials as the individuals in the self-control group. Additionally, self-control participants were grouped according to timing goals. Error score measures were collected to assess changes in performance. Results indicated partial confirmation of differences due to stringency of the timing goal, as well as, no differences between self-control and yoked groups.

Indexing (document details)
Advisor: Wu, Wilbur F. W.
Commitee: Vargas, TIffanye M., Young, Douglas E.
School: California State University, Long Beach
Department: Kinesiology
School Location: United States -- California
Source: MAI 56/02M(E), Masters Abstracts International
Subjects: Kinesiology
Keywords: Motor learning, Self regulation, Self-control of practice
Publication Number: 10239730
ISBN: 978-1-369-41137-9
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