Description

Feedback may be a useful tool to optimize motor learning during practice. For example, feedback during practice that indicates the learner is performing above average (i.e. positive social comparative feedback) enhances motor skill learning and self-efficacy in healthy adults. While this type of feedback is hypothesized to promote learning in some tasks, no studies have examined whether positive social comparative feedback during practice promotes motor learning in a traditional motor sequence task. Therefore, the aim of the proposed project is to investigate the effect of positive social comparative feedback on the learning of a joystick-based motor sequence task in healthy adults. The study aims to recruit 60 participants who will be randomized into 1 of 3 feedback groups (control group, performance feedback, and performance plus positive feedback). Participants will practice a motor sequence task on a single day and then return for retention performance testing about 24 hours later. Changes in performance (response time to complete a sequence) and self-efficacy will be measured from baseline to 24 hours later at retention.