Self-controlled feedback enhances learning in adults with Down syndrome;Feedback autocontrolado melhora a aprendizagem em adultos com síndrome de Down

Brazilian Journal of Physical Therapy

Volumn 16, Issue 3, 2012, Pages 191-196

  Chiviacowsky, Suzete ^a   Wulf, Gabriele ^b   Machado, Camila ^a   Rydberg, Nels ^b  

^a FEDERAL UNIVERSITY OF PELOTAS   (Brazil)

^b UNIVERSITY OF NEVADA   (United States)

Author keywords

Autonomy; Intellectual disability; Linear positioning; Motor learning; Physical therapy

Indexed keywords

ADOLESCENT; ADULT; ARTICLE; DOWN SYNDROME; FEEDBACK SYSTEM; FEMALE; HUMAN; LEARNING; MALE; PHYSIOLOGY;

ADOLESCENT; ADULT; DOWN SYNDROME; FEEDBACK, PHYSIOLOGICAL; FEMALE; HUMANS; LEARNING; MALE; YOUNG ADULT;

EID: 84863786525     PISSN: 14133555     EISSN: 18099246     Source Type: Journal    
DOI: 10.1590/S1413-35552012005000019     Document Type: Article

References (49)

1. Hassold T, Abruzzo M, Adkins K, Griffin D, Merrill M, Millie E, et al. Human aneuploidy: incidence, origin, and etiology. Environ Mol Mutagen. 1996;28(3):167-75.
2. Latash ML. Learning motor synergies by persons with Down syndrome. J Intellect Disabil Res. 2007;51(Pt 12):962-71.
3. Spanò M, Mercuri E, Randò T, Pantò T, Gagliano A, Henderson S, et al. Motor and perceptual-motor competence in children with Down syndrome: variation in performance with age. Eur J Paediatr Neurol. 1999;3(1):7-13.
4. Gupta S, Rao BK, Kumaran SD. Effect of strength and balance training in children with Down's syndrome: a randomized controlled trial. Clin Rehabil. 2011;25(5):425-32.
5. Bussy G, Charrin E, Brun A, Curie A, des Portes V. Implicit procedural learning in fragile X and Down syndrome. J Intellect Disabil Res. 2011;55(5):521-8.
6. Almeida GL, Corcos DM, Latash ML. Practice and transfer effects during fast single-joint elbow movements in individuals with Down syndrome. Phys Ther. 1994;74(11):1000-12.
7. Cleland J, Timmins C, Wood SE, Hardcastle WJ, Wishart JG. Electropalatographic therapy for children and young people with Down's syndrome. Clin Linguist Phon. 2009;23(12):926-39.
8. Wood S, Wishart J, Hardcastle W, Cleland J, Timmins C. The use of electropalatography (EPG) in the assessment and treatment of motor speech disorders in children with Down's syndrome: evidence from two case studies. Dev Neurorehabil. 2009;12(2):66-75.
9. Machado C, Chiviacowsky S, Marques A. Motor learning and Down syndrome: effects of the frequency of knowledge of results in motor skill learning. Proceedings of the 27th National Congress of Physical Education, Rio Grande do Sul, Brasil; 2008.
10. Winstein CJ, Schmidt RA. Reduced frequency of knowledge of results enhances motor skill learning. J Exp Psychol: Learn Mem Cogn. 1990;16(4):677-91.
11. Bandura A. Self-efficacy: toward a unifying theory of behavioral change. Psychol Rev. 1977;84(2):191-215.
12. Bandura A. Perceived self-efficacy in cognitive development and functioning. Educ Psychol. 1993;28(2):117-48.
13. Chen D, Singer RN. Self-regulation and cognitive strategies in sport participation. Int J Sport Psychol. 1992;23:277-300.
14. Zimmerman BJ, Ponz MM. Development of a structured interview for assessing student use of self-regulated learning strategies. Am Educ Res J. 1986;23(4):614-28.
15. Winne PH. Inherent details of self-regulated learning. Educ Psychol. 1995;30(4):173-87.
16. Wulf G. Self-controlled practice enhances motor learning: implications for physiotherapy. Physiotherapy. 2007;93(2):96-101.
17. Chiviacowsky S, Wulf G. Self-controlled feedback: does it enhance learning because performers get feedback when they need it? Res Q Exerc Sport. 2002;73(4):408-15.
18. Janelle CM, Kim J, Singer RN. Subject-controlled performance feedback and learning of a closed motor skill. Percept Mot Skills. 1995;81(2):627-34.
19. Janelle CM, Barba DA, Frehlich SG, Tennant LK, Cauraugh JH. Maximizing performance feedback effectiveness through videotape replay and a self-controlled learning environment. Res Q Exerc Sport. 1997;68(4):269-79.
20. Wulf G, Clauss A, Shea CH, Whitacre CA. Benefits of self-control in dyad practice. Res Q Exerc Sport. 2001;72(3):299-303.
21. Wulf G, Toole T. Physical assistance devices in complex motor skill learning: benefits of a self-controlled practice schedule. Res Q Exerc Sport. 1999;70(3):265-72.
22. Wulf G, Raupach M, Pfeiffer F. Self-controlled observational practice enhances learning. Res Q Exerc Sport. 2005;76(1):107-11.
23. Baddeley A, Jarrold C. Working memory and Down syndrome. J Intellect Disabil Res. 2007;51(12):925-31.
24. Vicari S, Marotta L, Carlesimo GA. Verbal short-term memory in Down's syndrome: an articulatory loop deficit? J Intellect Disabil Res. 2004;48(Pt 2):80-92.
25. Lincoln AJ, Courchesne E, Kilman BA, Galambos R. Neuropsychological correlates of information-processing by children with Down syndrome. Am J Ment Defic. 1985;89(4):403-14.
26. Silverman W. Down syndrome: cognitive phenotype. Ment Retard Dev Disabil Res Rev. 2007;13(3):228-36.
27. Bogaerts H, Swinnen SP. Spatial interactions during bimanual coordination patterns: the effect of directional compatibility. Motor Control. 2001;5(2):183-99.
28. Hodges NJ, Cunningham SJ, Lyons J, Kerr TL, Elliott D. Visual feedback processing and goal-directed movement in adults with Down Syndrome. Adapt Phys Activ Q. 1995;12(2):176-86.
29. Deci EL, Ryan RM. The whatand whyof goal pursuits: human needs and the self-determination of behavior. Psychol Inq. 2000;11(4):227-68.
30. Deci EL, Ryan RM. Self-determination theory: a macrotheory of human motivation, development, and health. Can Psychol. 2008;49(3):182-5.
31. Chiviacowsky S, Wulf G, de Medeiros FL, Kaefer A, Tani G. Learning benefits of self-controlled knowledge of results in 10-year-old children. Res Q Exerc Sport. 2008;79(3):405-10.
32. Patterson JT, Carter M. Learner regulated knowledge of results during the acquisition of multiple timing goals. Hum Mov Sci. 2010;29(2):214-27.
33. Schmidt RA, Lee TD. Motor control and learning: A behavioral emphasis. 5th ed. Champaign, IL: Human Kinetics; 2011.
34. Gomes MM, Barela JA. Postural control in down syndrome: the use of somatosensory and visual information to attenuate body sway. Motor Control. 2007;11(3):224-34.
35. Huet M, Camachon C, Fernandez L, Jacobs DM, Montagne G. Self-controlled concurrent feedback and the education of attention towards perceptual invariants. Hum Mov Sci. 2009;28(4):450-67.
36. Alcântara LB, Alves MA, Santos RCO, Medeiros LK, Gonçalves WR, Fialho JV, et al. Effects of self-controlled knowledge of results in motor learning of elderly adults. Brazilian Journal of Motor Behavior. 2007;2(1):22-30.
37. Schmidt RA. Frequent augmented feedback can degrade learning: Evidence and interpretations. In: Requin J, Stelmach GE (Eds.). Tutorials in motor neuroscience. Dordrecht, The Netherlands: Kluwer Academic Publishers; 1991. p. 59-75.
38. Wulf G, Shea CH. Understanding the role of augmented feedback: The good, the bad, and the ugly. In: Williams AM, Hodges NJ. (Eds.). Skill acquisition in sport: Research, theory and practice. London: Routledge; 2004. p. 121-44.
39. Chiviacowsky S, Wulf G. Feedback after good trials enhances learning. Res Q Exerc Sport. 2007;78(1):40-7.
40. Badami R, Vaez Mousavi M, Wulf G, Namazizadeh M. Feedback after good versus poor trials enhances intrinsic motivation. Res Q Exerc Sport. 2011;82(2):360-4.
41. Wulf G, Lewthwaite R. Attentional and motivational influences on motor performance and learning. In: A Mornell (Ed.). Art in Motion: Musical and Athletic Motor Learning and Performance. Frankfurt am Main: Peter Lang; 2009. p. 95-117.
42. Wulf G, Shea C, Lewthwaite R. Motor skill learning and performance: a review of influential factors. Med Edu. 2010;44:75-84.
43. Ryan RM, Deci EL. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am Psychol. 2000;55(1):68-78.
44. Cordova DI, Lepper MR. Intrinsic motivation and the process of learning: beneficial effects of contextualization, personalization, and choice. J Educ Psychol. 1996;88(4):715-30.
45. Zhou J. Feedback valence, feedback style, task autonomy, and achievement orientation: interactive effects on creative performance. J Appl Psychol. 1998;83(2):261-76.
46. Utman CH. Performance effects of motivational state: a meta-analysis. Pers Soc Psychol Rev. 1997;1(2):170-82.
47. Deci EL, Hodges R, Pierson L, Tomassone J. Autonomy and competence as motivational factors in students with learning disabilities and emotional handicaps. J Learn Disabil. 1992;25(7):457-71.
48. Gilmore L, Cuskelly M, Jobling A, Hayes A. Maternal support for autonomy: relationships with persistence for children with Down syndrome and typically developing children. Res Dev Disabil. 2009;30(5):1023-33.
49. Ryan RM, Deci EL. Active human nature: Self-determination theory and the promotion and maintenance of sport, exercise, and health. In: Hagger MS, Chatzisarantis NLD (Eds.). Intrinsic motivation and self-determination in exercise and sport. Champaign, IL: Human Kinetics; 2007. p. 1-19.