ABSTRACT

The OPTIMAL theory of motor learning predicts enhanced expectancies facilitate learning. This meta-analysis investigated this prediction by quantifying effect sizes from studies manipulating feedback after good trials, comparative feedback, perceived task difficulty, conceptions of ability, self-modeling, or extrinsic rewards, and assessing learning. After searching databases, 48 studies met inclusion criteria for quantitative analysis. Fifty-six effect sizes were calculated from performance differences between enhanced expectancies and neutral/diminished expectancies groups at delayed retention tests. Results revealed a Hedges’ g = 0.54 (95% CI [0.38, 0.69]) that may be overestimated due to small-study effects and underpowered studies. Moderator analyses revealed feedback after good trials, comparative feedback, perceived task difficulty, and conceptions of ability manipulations significantly improved learning. Few studies used other manipulations, precluding reliable estimates of their effects. Further, significant effects of enhanced expectancies were shown for children/adolescents, young adults, and older adults. Few studies examined special populations, preventing a reliable effect estimate. Finally, the effect of enhanced expectancies on learning was not affected by type of comparison group (neutral/diminished expectancies). Findings suggest enhanced expectancies may facilitate motor learning, consistent with OPTIMAL theory, but pre-registered/registered reports and more powerful studies should be conducted to confirm the effect and estimate its size more accurately.

摘要

运动学习的最佳理论预测增强的期望有助于学习。这项荟萃分析通过量化在良好试验后操纵反馈的研究、比较反馈、感知任务难度、能力概念、自我建模或外在奖励以及评估学习的效果大小来调查这一预测。搜索数据库后，48 项研究符合定量分析的纳入标准。56 个效应量是根据在延迟保留测试中提高的期望和中性/降低的期望组之间的表现差异计算的。结果显示了 Hedges 的g = 0.54 (95% CI [0.38, 0.69])，由于小型研究的影响和动力不足的研究，可能会被高估。主持人分析揭示了良好试验后的反馈、比较反馈、感知的任务难度和能力操作的概念显着改善了学习。很少有研究使用其他操作，排除了对其影响的可靠估计。此外，提高预期对儿童/青少年、年轻人和老年人有显着影响。很少有研究检查特殊人群，从而无法进行可靠的效果估计。最后，提高期望对学习的影响不受对照组类型（中性/降低期望）的影响。研究结果表明，增强的预期可能促进运动学习，这与最优理论一致，