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Volume 21, Issue 1 (Spring 2019)
Advances in Cognitive Sciences 2019, 21(1): 45-58 |
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Karimi F, Nezakat-Alhosseini M, Safavi S. Eeffect of working memory capacity and augmented feedback on learning a shooting task. Advances in Cognitive Sciences 2019; 21 (1) :45-58
URL: http://icssjournal.ir/article-1-980-en.html
URL: http://icssjournal.ir/article-1-980-en.html
1- M.S, Department of Sport Sciences. University of Isfahan, Isfahan
2- Associate Professor, Department of Sport Sciences, university of Isfahan, Isfahan
3- Assistant Professor, Department of sport Sciences. University of Isfahan, Isfahan
2- Associate Professor, Department of Sport Sciences, university of Isfahan, Isfahan
3- Assistant Professor, Department of sport Sciences. University of Isfahan, Isfahan
Abstract: (2946 Views)
Introduction: The purpose of the present study was to investigate the effects of the type of feedback on learning a shooting task in high- and low-working memory individuals.
Method: A quasi-experimental research was conducted on 40 students of the University of Isfahan with a mean age of 20.65 years (SD = 2.5) who were selected through convenience sampling and were assigned to high- and low-working memory groups based on memory quotient scores. The task required participants to shoot with an air rifle and then they were provided with knowledge of the result and performance. Wechler digit span adults test and Scatt Shooter software were used to collect the data, evaluate working memory quotient, and knowledge of performance respectively. All participants performed 30 trials during the practice phase, and 10 trials during the immediate and delayed retention phases.
Results: Repeated measures analysis of variance and two-way analysis of variance were used to analyze the collected data.
Conclusion: The analyses demonstrated that during acquisition phase, high-working memory and knowledge of results groups’ shooting mean scores were significantly higher than the low-working memory and knowledge or performance groups. Moreover, in the immediate and delayed retention phases, shooting mean scores were significantly higher for high-working memory groups with knowledge of performance results, but not for the knowledge of results groups. In addition, shooting mean scores were significantly higher for low-working memory groups with knowledge of results, but not for the knowledge of performance groups. Therefore, it seems that working memory capacity may have an effect on learning motor task during feedback presentation.
Method: A quasi-experimental research was conducted on 40 students of the University of Isfahan with a mean age of 20.65 years (SD = 2.5) who were selected through convenience sampling and were assigned to high- and low-working memory groups based on memory quotient scores. The task required participants to shoot with an air rifle and then they were provided with knowledge of the result and performance. Wechler digit span adults test and Scatt Shooter software were used to collect the data, evaluate working memory quotient, and knowledge of performance respectively. All participants performed 30 trials during the practice phase, and 10 trials during the immediate and delayed retention phases.
Results: Repeated measures analysis of variance and two-way analysis of variance were used to analyze the collected data.
Conclusion: The analyses demonstrated that during acquisition phase, high-working memory and knowledge of results groups’ shooting mean scores were significantly higher than the low-working memory and knowledge or performance groups. Moreover, in the immediate and delayed retention phases, shooting mean scores were significantly higher for high-working memory groups with knowledge of performance results, but not for the knowledge of results groups. In addition, shooting mean scores were significantly higher for low-working memory groups with knowledge of results, but not for the knowledge of performance groups. Therefore, it seems that working memory capacity may have an effect on learning motor task during feedback presentation.
Type of Study: Research |
Subject:
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Received: 2017/12/20 | Accepted: 2018/05/8 | Published: 2019/06/21
Received: 2017/12/20 | Accepted: 2018/05/8 | Published: 2019/06/21
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