Dear Roshanak,

Do you really believe that the skills (or competences?) related to self-controlled feedback in the motor learning are cognitive functions which depend on "characteristics of the performer", like pre-determined dotation that, in this sense, seems be more a "biological condition" rather that the consequence of a shared learning within a social environment?

The conceptual divergence is essential and opens research and reflection perspectives much different between them.

Regards,

Mauro

Dear Mauro,

Sorry but I couldn't understand what do you exactly mean. Would you explain more please?

Dear Roshanak,

In your Question the characteristics of performer are defined in terms of prerequisites that he himself should have, "to get more and more benefit from self-controlled feedback in motor learning".

Maybe you should explain this kind of hypothesis (or affirmation).

Dear Mauro,

Maybe I couldn't explain my question well because of my English!

I mean for example does someone who has higher amount of attention, benefit from self-controlled feedback more than the other person that has low amount of attention?

Dear Roshanak,

don't worry, my English is not better than your!

However the problem is the same.

In your research hypothesis, the attention (high or low) is presented as a prerequisite that can improve or develop an inhibition concerning the motor Learning in relation with self-controlled feedback.

Fundamentally, the roots of different attitudes, concerning the attention, but also many other cognitive competences, can have a different history and manifold origins (biological, enviromental, psychological, social or cultural).

These are experimental significatve variables that must be taken into account in your project.

First of all thank you for your tolerance.

I think you mean there are too many other factors beside attention that can influence motor learning. Right?

Dear Roshanak,

Yes, but not only!

In your experimental hypothesis, is taken as starting point that some may draw greater benefit from self-controlled feedback, while others few or nothing.

Your question is posed in these terms: who can benefit...?

Thinking about this as direct consequence of a subjective condition previously acquired or possessed (WHO can benefit...?).

Therefore, if you really think that the subject's features are a priority for the experimental hypothesis, then you need to check all variables, of any type and origin, which might affect the subject in this area of competence and experience.

Thanks dear Mauro. It is an important aspect that I didn't pay attention.

So what should I do if I want to determine the effect of attention (or being mindful) in efficiency of self-controlled feedback? Should I separate the participants in groups that have same results in self-controlled feedback method? What do you suggest?

What is your over all view about this topic? (the general idea of this research I mean)

Do you know this work?

https://www.researchgate.net/publication/49814359_The_relation_between_self-reported_empathy_and_motor_identification_with_imagined_agents

Maybe it can be useful in this project!

Hi! Mauro

Article The Relation between Self-Reported Empathy and Motor Identif...

Do you know this work?

Maybe it can be useful in this project!

Hi! Mauro

Article The Relation between Self-Reported Empathy and Motor Identif...

Thank you so much for your helpful answers and tolerance.

Dear Roshanak,

To get a general idea of your research I need to understand what are the fundamental assumptions, outcomes and objectives.

In previous answers I just wanted to highlight how the efficiency of self-controlled feedback cannot be regarded as the outcome of related variables in a linear way.

If you want to determine the effect of awareness in relation to the ability of self-controlled feedback in motor learning, you need accurately design the experimental groups through selective filtering modes.

Get it. Thank you very much. I am so much appreciated.

Hi Michael,

Thank you so much. It would be very useful I think.

Dear Roshanak,

I want to point out these links,

I think that that these articles can be useful and even more be of interest to you

Regards,

Mauro

http://www.sciencedirect.com/science/article/pii/S0031940606001258

http://www.sciencedirect.com/science/article/pii/S0167945799000317

http://www.sciencedirect.com/science/article/pii/S1440244010001519

http://www.sciencedirect.com/science/article/pii/S1041608011000148

Dear Mauro,

I'm really thankful. They would be helpful.

Dear Maria,

Thank you so much for your helpful answer.

Fitts and Posner (1967) seminal work suggest a process of cognitive, associative, autonomous in skill acquisition. The introduction of self-controlled feedback will load the cognitive processes. The efficiency of self-controlled feedback will be dependent on the individual, i.e. novice/expert on task and their personal characteristics. Assuming that the an increase in the efficiency of self-controlled feedback will lead to automaticity, Ackerman’s 1986 paper (Individual Differences in IP: An investigation into intellectual abilities and task performance) will give you a paradigm in which to argue for the effects of mental abilities in this context. Hope this helps. Toby

Thanks Toby