Abstract

Evidence has accumulated that learners participating in self-controlled practice can both acquire skills and process task-relevant information more effectively than those participating in externally controlled practice. However, the impact of self-controlled practice on neuro-cognitive information processing during visual performance-related feedback has received limited investigation. We expected that individuals participating in self-controlled practice would exhibit elevated neuro-cognitive information processing, as assessed via electroencephalography (EEG), compared with those engaged with externally controlled practice. Participants practiced a golf-putting task under self-controlled or externally controlled (yoked) conditions while EEG data were recorded. Results indicated that EEG theta power was maintained at an elevated level during the feedback period in the self-controlled group relative to the yoked group. The yoked group did not display increases in theta power until the time at which the ball stopped. Both groups displayed similar improvement over the course of the experiment. Correlational analyses revealed that performance improvement within each group was related differently to EEG theta power. Specifically, the self-controlled group displayed positive relationships between theta power and performance improvement, while the yoked group displayed negative relationships. These results have implications regarding the relative effectiveness of self-controlled and externally controlled practice and the instances in which they may provide the most benefit.

摘要

越来越多的证据表明，与参与外部控制练习的学习者相比，参与自控练习的学习者可以更有效地获取技能和处理与任务相关的信息。然而，自我控制练习对视觉表现相关反馈过程中神经认知信息处理的影响受到的研究有限。我们预计，与参与外部控制练习的人相比，参与自我控制练习的人会表现出更高的神经认知信息处理，如通过脑电图 (EEG) 评估的那样。参与者在记录 EEG 数据的同时，在自我控制或外部控制（轭）条件下练习高尔夫推杆任务。结果表明，相对于轭式组，在自控组的反馈期间，EEG theta 功率保持在较高的水平。直到球停止时，被束缚的组才表现出θ功率的增加。两组在实验过程中都表现出相似的改善。相关性分析表明，每个组内的表现改善与 EEG θ 功率的相关性不同。具体来说，自我控制组在 theta 功率和性能改进之间显示出正相关关系，而负重组则显示出负相关关系。这些结果对自我控制和外部控制实践的相对有效性以及它们可能提供最大益处的情况具有影响。