Effects of Feedback on Learning of a Motor Sequence Task

NCT ID: NCT04270448

Last Updated: 2021-07-20

Basic Information

• Recruitment Status: COMPLETED
• Clinical Phase: NA
• Total Enrollment: 54 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2020-02-05
• Study Completion Date: 2021-04-30

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.

Conditions

Adult

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: PARALLEL
• Primary Study Purpose: BASIC_SCIENCE
• Blinding Strategy: NONE

Study Groups

Control

Practice of a joystick based motor sequence task. Participants receive feedback that they have completed the practice trials in that block of practice.

Group Type: ACTIVE_COMPARATOR

Motor Sequence Task

Intervention Type: BEHAVIORAL

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.

Performance Feedback

Practice of a joystick based motor sequence task. Participants receive feedback on their response time to complete the trials in the practice block.

Group Type: EXPERIMENTAL

Motor Sequence Task

Intervention Type: BEHAVIORAL

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.

Performance plus Positive Feedback

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.

Group Type: EXPERIMENTAL

Motor Sequence Task

Intervention Type: BEHAVIORAL

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.

Interventions

Motor Sequence Task

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.

Intervention Type: BEHAVIORAL

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

• Minimum Eligible Age: 18 Years
• Maximum Eligible Age: 40 Years
• Eligible Sex: ALL
• Accepts Healthy Volunteers: Yes

Sponsors

University of South Carolina

OTHER

Sponsor Role: lead

Responsible Party

Jill Stewart, PT, PhD

Associate Professor

Responsibility Role: PRINCIPAL_INVESTIGATOR

Locations

University of South Carolina

Columbia, South Carolina, United States

Countries

United States

Other Identifiers

Pro00095119

Identifier Type: -

Identifier Source: org_study_id