Clinical trial NCT04270448: Effects of Feedback on Learning of a Motor Sequence Task
Official title: Effects of Feedback on Learning of a Motor Sequence Task
Study type: INTERVENTIONAL
Overall status: COMPLETED
Phase: NA
Conditions: Adult
Keywords: Motor learning
Feedback
Lead sponsor: University of South Carolina
Sponsor class: OTHER
First posted: 2020-02-17
Enrollment: 54
Sex: ALL
Minimum age (years): 18
Maximum age (years): 40
Standard ages: ADULT
Accepts healthy volunteers: yes
Allocation: RANDOMIZED
Intervention model: PARALLEL
Primary purpose: BASIC_SCIENCE

Brief summary: 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: 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.

Eligibility criteria: 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

Primary outcomes:
measure: Response Time
timeFrame: Change from baseline to retention at 24 hours
measure: Task Confidence
timeFrame: Change from baseline to retention at 24 hours
Secondary outcomes:
measure: Peak Velocity
timeFrame: Change from baseline to retention at 24 hours
measure: Peak Velocity
timeFrame: Change from baseline to immediately after practice
measure: Total Path Distance
timeFrame: Change from baseline to retention at 24 hours
measure: Total Path Distance
timeFrame: Change from baseline to immediately after practice
measure: Time to Peak Velocity
timeFrame: Change from baseline to retention at 24 hours
measure: Time to Peak Velocity
timeFrame: Change from baseline to immediately after practice
measure: Perceived Competence
timeFrame: Change from baseline to retention at 24 hours
measure: Perceived Competence
timeFrame: Change from baseline to immediately after practice
measure: Perceived Interest/Enjoyment
timeFrame: Change from baseline to retention at 24 hours
measure: Perceived Interest/Enjoyment
timeFrame: Change from baseline to immediately after practice
measure: Positive Affect
timeFrame: Change from baseline to retention at 24 hours
measure: Positive Affect
timeFrame: Change from baseline to immediately after practice
measure: Response Time
timeFrame: Change from baseline to immediately after practice
measure: Task Confidence
timeFrame: Change from baseline to immediately after practice
Other outcomes:
Locations:
city: Columbia
country: United States
facility: University of South Carolina
state: South Carolina
Study officials:
References: