I mean, are there any mental characteristics that increase the efficiency of self-controlled feedback? In other words, which characteristics should the performer have to get more and more benefit from self-controlled feedback in motor learning?
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.
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).
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?
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.
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)
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.
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