Effects of Feedback on Learning of a Motor Sequence Task

Study Overview
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Brief Summary
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Feedback delivered during motor practice can help promote motor skill learning and promote confidence. However, the optimal way to provide feedback to promote learning and confidence is unknown. This project will study how the feedback that is provided during practice of a movement skill can help people learn and build confidence. The investigators will measure motor skill performance and confidence before and after a session of motor practice.

Detailed Description
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Feedback may be a useful tool to optimize motor learning during practice. For example, feedback during practice that indicates the learner is performing above average (i.e. positive social comparative feedback) enhances motor skill learning and self-efficacy in healthy adults. While this type of feedback is hypothesized to promote learning in some tasks, no studies have examined whether positive social comparative feedback during practice promotes motor learning in a traditional motor sequence task. Therefore, the aim of the proposed project is to investigate the effect of positive social comparative feedback on the learning of a joystick-based motor sequence task in healthy adults. The study aims to recruit 60 participants who will be randomized into 1 of 3 feedback groups (control group, performance feedback, and performance plus positive feedback). Participants will practice a motor sequence task on a single day and then return for retention performance testing about 24 hours later. Changes in performance (response time to complete a sequence) and self-efficacy will be measured from baseline to 24 hours later at retention.

Official Title
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Effects of Feedback on Learning of a Motor Sequence Task

Conditions
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Adult

Intervention / Treatment
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* Behavioral: Motor Sequence Task


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: Age 18 to 40 years Right-hand dominant Exclusion Criteria: Medical diagnosis or medication that affects dopamine (e.g. dopamine reuptake inhibitors) musculoskeletal issues that limit upper extremity movement

Ages Eligible for Study
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Minimum Age: 18 Years
Maximum Age: 40 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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Accepts Healthy Volunteers

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Basic Science
Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: None (Open Label)


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Active Comparator: Control<br>Practice of a joystick based motor sequence task. Participants receive feedback that they have completed the practice trials in that block of practice. | Behavioral: Motor Sequence Task<br>* Participants will be seated at a laptop with the right hand on a standard joystick. The movement of the joystick will move a cursor on the computer screen. Targets will appear on the laptop screen as a circle in one of twelve spatially distinct locations. The learner must move the joystick cursor to inside the target before the next target will appear.<br>|
| Experimental: Performance Feedback<br>Practice of a joystick based motor sequence task. Participants receive feedback on their response time to complete the trials in the practice block. | Behavioral: Motor Sequence Task<br>* Participants will be seated at a laptop with the right hand on a standard joystick. The movement of the joystick will move a cursor on the computer screen. Targets will appear on the laptop screen as a circle in one of twelve spatially distinct locations. The learner must move the joystick cursor to inside the target before the next target will appear.<br>|
| Experimental: Performance plus Positive Feedback<br>Practice of a joystick based motor sequence task. Participants receive feedback on their response time to complete the trials in the practice block plus positive social comparative feedback. | Behavioral: Motor Sequence Task<br>* Participants will be seated at a laptop with the right hand on a standard joystick. The movement of the joystick will move a cursor on the computer screen. Targets will appear on the laptop screen as a circle in one of twelve spatially distinct locations. The learner must move the joystick cursor to inside the target before the next target will appear.<br>|

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Response Time | Time to complete one sequence | Change from baseline to retention at 24 hours | 
| Task Confidence | Self-reported confidence in ability to complete a sequence in a given time on a scale of 0 to 10 with a 10 equating to higher confidence | Change from baseline to retention at 24 hours | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Peak Velocity | Average speed to capture a target within a sequence | Change from baseline to retention at 24 hours | 
| Peak Velocity | Average speed to capture a target within a sequence | Change from baseline to immediately after practice | 
| Total Path Distance | Total distance traveled to complete one sequence | Change from baseline to retention at 24 hours | 
| Total Path Distance | Total distance traveled to complete one sequence | Change from baseline to immediately after practice | 
| Time to Peak Velocity | Mean time to peak velocity for movement to a target within a sequence | Change from baseline to retention at 24 hours | 
| Time to Peak Velocity | Mean time to peak velocity for movement to a target within a sequence | Change from baseline to immediately after practice | 
| Perceived Competence | Mean score on the Perceived Competence subscale of the Intrinsic Motivation Inventory where each item ranges from 0 to 7 with a higher value equating to higher competence | Change from baseline to retention at 24 hours | 
| Perceived Competence | Mean score on the Perceived Competence subscale of the Intrinsic Motivation Inventory where each item ranges from 0 to 7 with a higher value equating to higher competence | Change from baseline to immediately after practice | 
| Perceived Interest/Enjoyment | Mean score on the Interest/Enjoyment subscale of the Intrinsic Motivation Inventory where each item ranges from 0 to 7 with a higher value equating to higher enjoyment | Change from baseline to retention at 24 hours | 
| Perceived Interest/Enjoyment | Mean score on the Interest/Enjoyment subscale of the Intrinsic Motivation Inventory where each item ranges from 0 to 7 with a higher value equating to higher enjoyment | Change from baseline to immediately after practice | 
| Positive Affect | Total score for general positive affect on the Positive and Negative Affect Scale with a range from 10 to 50 with higher scores equating to higher positive affect | Change from baseline to retention at 24 hours | 
| Positive Affect | Total score for general positive affect on the Positive and Negative Affect Scale with a range from 10 to 50 with higher scores equating to higher positive affect | Change from baseline to immediately after practice | 
| Response Time | Time to complete one sequence | Change from baseline to immediately after practice | 
| Task Confidence | Self-reported confidence in ability to complete a sequence in a given time on a scale of 0 to 10 with a 10 equating to higher confidence | Change from baseline to immediately after practice | 

 Terms related to the study
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Keywords Provided by Centre Hospitalier Valida
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Motor learning, Feedback