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Open Access Thesis

Keywords

Motor learning; Perceptual-motor learning;

Abstract

The purpose of this study was to examine the effects of subject-generated verbalized strategy during the post-KR delay interval on motor learning of college-aged students. A second purpose of the study was to replicate the Hogan and Yanowitz (1978) experiment and examine the effects of subject-generated verbalized error estimation on motor learning. Additionally, this study examined the interaction effects of verbalized strategy and verbalized error estimation on motor learning of college-aged students. Based on the conclusions drawn from relevant literature it was hypothesized that subject-generated verbalized strategy and verbalized error estimation during skill acquisition would enhance learning.

The subjects participating in the study were 40 volunteers, all students at Luther College during the Fall semester of the 1988-89 school year. The 40 subjects were randomly assigned to four different treatment groups (n = 10). The four treatment groups were formed based upon the information processing activities required of the subjects during the KR delay and post-KR delay intervals. The subjects in each treatment condition performed 40 acquisition trials followed by a 5 minute rest interval. The retention phase involved 20 movement attempts to accurately perform the criterion movement with the independent variables (estimation and strategy) and KR withdrawn. A 2 X 2 X 10 (Error Estimation X Strategy X Trial Blocks) AN0VA with repeated measures on the trial blocks factor was performed on the dependent measure (AE) for the acquisition trials. A 2 X 2 X 5 (Error Estimation X Strategy X Trial Blocks) with repeated measures on the trial blocks factor was used to analyze the retention data. The results of this study suggested that verbalized strategy functioned as a performance variable during skill acquisition. The effect of verbalized strategy on performance during acquisition was significant with F(1, 36) = 7.28, p < .05. The positive effect of verbalized strategy was not permanent as evidenced by retention performance. No other significant differences were detected during either acquisition or retention that would identify verbalized strategy or verbalized error estimation, or any of the treatments or trial combinations as enhancing motor performance or learning.

Year of Submission

1989

Degree Name

Master of Arts

Department

School of Health, Physical Education, and Leisure Services

First Advisor

Susann Doody

Second Advisor

Nancy Hamilton

Third Advisor

Kenneth Green

Comments

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Date Original

1989

Object Description

1 PDF file (81 leaves)

Language

en

File Format

application/pdf

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