Efeitos do feedback positivo de comparação temporal na aprendizagem de uma habilidade motora em adultos e adolescentes

Abstract

The aim of the present study was to verify the effects of positive temporal feedback on acquisition of a motor skill, in adolescents and younger adults. The sample consisted of 68 participants (34 adolescents and younger adults), with a mean age of 22.7 ± 2.16 and 15.5 ± 1.11 years respectively, divided on four groups: positive temporal-comparative feedback in adults (GFA); positive temporal-comparative feedback in adolescents (GFAD) adult’s control group (GCA); and adolescent’s control group (CGAD). The motor skill analyzed in the study was the serial reaction time, which consisted of ten clicks in a computer mouse in the fastest time possible, following the circle that were shown on screen. All participants initially made a baseline phase with 20 attempts and posteriorly 105 attempts in acquisition phase. During this phase, GFA and GFAD participants received positive temporal-comparative inducing improvement in performance throughout practice after every 15 attempts. The GCA and GCAD did not receive any feedback throughout the practice. After 24 hours, a retention test was performed, consisting of 20 attempts, similar to the acquisition phase, but without providing feedback, and a transfer test, also with 20 attempts and without providing feedback, but a new random pattern of circles was shown on screen. The results revealed significant differences in the “Age” factor in the retention and transfer tests, with adult participants showing better performance compared to adolescents (p < 0.05). No effect was found on the “Feedback” factor on performance between groups at any stage of the study. The results concluded that learning a serial reaction time motor task is affected by the age of the learners, but not by the provision of positive temporal comparison feedback.