Mohamad Hossein Zamani; Mahdi Zarghami; Sedigheh Heidarinezhad
Abstract
Feedback is one of the most important variables that affects the performance of motor learning and the way of implementing skills and has an important role in motor control and motor skill acquisition. This study aimed at evaluating the acquisition and retention of new skills in children with autism ...
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Feedback is one of the most important variables that affects the performance of motor learning and the way of implementing skills and has an important role in motor control and motor skill acquisition. This study aimed at evaluating the acquisition and retention of new skills in children with autism in augmented feedbacks with various frequencies. Study method was semi-experimental and study design was pretest–posttest. The retention test was carried out with three feedback groups (0%, 50% and 100%). The study population consisted of 6-8-year-old male children with autism in Ahvaz city. 21 subjects were selected through available and purposive sampling method as the sample of the study and were randomly divided into three groups. The subjects' task was to throw a tennis ball over their shoulders towards a target drawn on the ground. In the acquisition phase, subjects threw 60 tennis balls. Group 0% did not receive any feedback, group 50% received feedback in half of their efforts and group 100% received feedback in all their efforts. 24 hours after the acquisition phase, retention test was performed in 10 trials. After checking the data normality and variance equality, data were analyzed by analysis of variance with repeated measures, ANOVA and Tukey post hoc test. The results showed a significant difference in the acquisition and retention stages among the three groups (P=0.001). Group 100% outperformed both in the acquisition and retention phases. It is generally suggested that in the skill learning process, children with autism benefit from augmented feedback with high frequency.
Amin Sadeghi; Mohamad.Kazem Vaez Mousavi; Masomeh Shojaee; Arezo Adeli far
Volume 1, Issue 3 , January 2009, , Pages 23-36
Abstract
The aim of this study was to compare the effect of self-control, frequent and reduced feedback of KR on children's learning skill of throw targeting in Aleshtar city. For this purpose, 60 subjects were selected and assigned through step-by-step random method to three groups of self-control, frequent, ...
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The aim of this study was to compare the effect of self-control, frequent and reduced feedback of KR on children's learning skill of throw targeting in Aleshtar city. For this purpose, 60 subjects were selected and assigned through step-by-step random method to three groups of self-control, frequent, and reduced. They performed the task of targeting through throwing in two steps of acquisition and retention with a delayed interval of 24 hours. The self-control group was divided into two groups of high (more than 30%) and low frequency (lower than 18%) after the acquisition phase. In both phases of acquisition and retention, inferential and descriptive statistics were used. In descriptive statistics, central indexes and dispersion of variables, in inferential statistics in acquisition phase, analysis of variance (series of practical efforts) 6 × 4 (how to present feedback) and in retention phase, one-variable analysis of variance and Tukey post hoc test as well as SPSS 11.5 software were used (P?0.05). The results indicated no significant difference among these groups in acquisition phase. In retention phase, frequent group had better performance than other groups. The comparison between coach-oriented and subject-oriented practice methods shows that frequent coach- oriented practice method leads to better results for children.
