Enhancing Self-Controlled Learning through Recency Information in Summary Knowledge of Results

Abstract

It is necessary to clarify whether motor learners choose feedback information contents related to time course of motor memory after practicing in a series of movements through self-controlled learning. The purpose of this study was to examine the role of memory issues related to primacy and recency effects on motor performance and learning ability under the self-controlled learning. Sixty female adults served as participants, and were requested to practice a sequential timing task with three movement segments of ＂N＂ shape. All participants practiced 90 trials during the acquisition phase, and 24 hours delayed retention tests were administered. Participants were categorized into either more-recency SKR (summary knowledge of results) or more-primacy SKR groups, according to the selection of relatively high recency or primacy feedback trials after the acquisition phase. The results showed that more-recency SKR group had significantly higher accuracy than that of more-primacy SKR group in both acquisition phase and retention test. Furthermore, the change score was found no significant difference. Findings from this study suggest that choosing more recency information facilitated to enhance both motor performance and learning ability of movement accuracy through self-controlled learning.