Efeitos do feedback de comparação social na aprendizagem motora em condições com diferentes frequências de conhecimento de resultado

Abstract

This study aimed to investigate the effects of positive social comparison feedback on motor learning under conditions with different frequencies for providing knowledge of results (KR). The sample consisted of 64 adults with no prior experience in the proposed task, with a mean age of 26.6 ± 5.3 years, distributed into three groups: positive social comparison feedback plus 100% KR (GS100%), positive social comparison feedback plus 33% KR (GS33%), and positive social comparison feedback without KR (GS). The task involved performing sequences of clicks on a mouse in response to targets on the screen. The study was divided into four phases: baseline (20 attempts), acquisition (105 attempts) on the first day of practice, and, after 24 hours, retention test (20 attempts), and transfer test (20 attempts). Positive social comparison feedback was provided six times, along with different frequencies of KR only in the acquisition phase. Additionally, self-efficacy, perception of competence, and interest questionnaires were administered at different points in the study. The results did not reveal differences between groups in serial reaction time task performance and motivational measures at any phase of the study. It is concluded that providing different frequencies of KR, whether 100%, 33%, or exclusively without KR, does not influence the effects of positive social comparison feedback on motor learning.