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Search Results: 1 - 10 of 91 matches for " Suzete Chiviacowsky "
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Effects of Generic versus Non-Generic Feedback on Motor Learning in Children
Suzete Chiviacowsky, Ricardo Drews
PLOS ONE , 2014, DOI: 10.1371/journal.pone.0088989
Abstract: Non-generic feedback refers to a specific event and implies that performance is malleable, while generic feedback implies that task performance reflects an inherent ability. The present study examined the influences of generic versus non-generic feedback on motor performance and learning in 10-year-old children. In the first experiment, using soccer ball kicking at a target as a task, providing participants with generic feedback resulted in worse performance than providing non-generic feedback, after both groups received negative feedback. The second experiment measured more permanent effects. Results of a retention test, performed one day after practicing a throwing task, showed that participants who received non-generic feedback during practice outperformed the generic feedback group, after receiving a negative feedback statement. The findings demonstrate the importance of the wording of feedback. Even though different positive feedback statements may not have an immediate influence on performance, they can affect performance, and presumably individuals' motivation, when performance is (purportedly) poor. Feedback implying that performance is malleable, rather than due to an inherent ability, seems to have the potential to inoculate learners against setbacks – a situation frequently encountered in the context of motor performance and learning.
O estudo da demonstra??o em aprendizagem motora: estado da arte, desafios e perspectivas
Tani, Go;Bruzi, Alessandro Teodoro;Bastos, Flavio Henrique;Chiviacowsky, Suzete;
Revista Brasileira de Cineantropometria & Desempenho Humano , 2011, DOI: 10.5007/1980-0037.2011v13n5p392
Abstract: the aim of this study was to review the literature regarding demonstration as an important information source for the acquisition of motor skills. state of the art, main research challenges and some research perspectives are presented. different theoretical bases have been used for the investigation of demonstration. the first is bandura's social learning theory, in which proposals of how the observed information is processed by the learner are presented. recent studies have tried to identify the nature of the observed information based on two theoretical models: motor and action approaches. research findings based on bandura's theory show that, during the process of observational learning, factors such as characteristics of the model, learner, demonstration, and motor skill differently affect the sub-processes related to the formation of the guide of action. on the other hand, studies investigating the nature of the information have shown advances in both theoretical approaches, but at a slower pace. for further developments to occur, we suggest a methodological exchange between the two theoretical approaches and investigations in which the learner has greater control over the request and use of demonstration.
Self-controlled feedback enhances learning in adults with Down syndrome
Chiviacowsky, Suzete;Wulf, Gabriele;Machado, Camila;Rydberg, Nels;
Brazilian Journal of Physical Therapy , 2012, DOI: 10.1590/S1413-35552012005000019
Abstract: background: one factor that has consistently been shown to enhance learning in typical participants is self-controlled practice. objectives: the purpose of the present study was to examine whether the learning benefits of self-controlled feedback found previously in non-disabled adults would also be found in adults with down syndrome. methods: participants with down syndrome practiced a linear positioning task. in the self-control group, learners were provided with feedback about the movement outcome at their request. each participant in the yoked group received the same feedback schedule as their counterpart in the self-control group. results: learning was assessed by a retention test, consisting of 10 trials without feedback, one day later. the self-control group demonstrated more effective learning of the task than the yoked group. conclusion: self-controlled feedback enhanced motor learning in participants with down syndrome.
The study of demonstration in motor learning: state of the art, challenges, and perspectives. DOI: 10.5007/1980-0037.2011v13n5p392
Go Tani,Alessandro Teodoro Bruzi,Flavio Henrique Bastos,Suzete Chiviacowsky
Revista Brasileira de Cineantropometria e Desempenho Humano , 2011,
Abstract: The aim of this study was to review the literature regarding demonstration as an important information source for the acquisition of motor skills. State of the art, main research challenges and some research perspectives are presented. Different theoretical bases have been used for the investigation of demonstration. The first is Bandura’s social learning theory, in which proposals of how the observed information is processed by the learner are presented. Recent studies have tried to identify the nature of the observed information based on two theoretical models: motor and action approaches. Research findings based on Bandura’s theory show that, during the process of observational learning, factors such as characteristics of the model, learner, demonstration, and motor skill differently affect the sub-processes related to the formation of the guide of action. On the other hand, studies investigating the nature of the information have shown advances in both theoretical approaches, but at a slower pace. For further developments to occur, we suggest a methodological exchange between the two theoretical approaches and investigations in which the learner has greater control over the request and use of demonstration.
Motor learning and Down syndrome: effects of reduced relative frequency of knowledge of results. http://dx.doi.org/10.5007/1980-0037.2013v15n2p225
Suzete Chiviacowsky,Camila Machado,Alexandre Marques,José Francisco Schild
Revista Brasileira de Cineantropometria e Desempenho Humano , 2013,
Abstract: The objective of the present study was to verify the effects of two frequencies (100 and 33%) of knowledge of results (KR) on the learning of a motor skill, in individuals with Down syndrome (DS). Twenty participants with DS were randomly assigned into two groups. While the 100% group received KR after each trials, the 33% group received KR in a third of the trials. The task consisted of throwing an implement on a target, with the dominant hand, while blindfolded. The acquisition phase consisted of 30 practice trials, while the retention phase, performed after 48 hours later, consisted of 10 trials without KR. The results showed no differences between the groups. We concluded that reduced relative frequencies of KR are as effective as high frequencies on the learning of simple motor tasks in adults with DS.
Self-controlled feedback enhances learning in adults with Down syndrome Feedback autocontrolado melhora a aprendizagem em adultos com síndrome de Down
Suzete Chiviacowsky,Gabriele Wulf,Camila Machado,Nels Rydberg
Brazilian Journal of Physical Therapy , 2012,
Abstract: BACKGROUND: One factor that has consistently been shown to enhance learning in typical participants is self-controlled practice. OBJECTIVES: The purpose of the present study was to examine whether the learning benefits of self-controlled feedback found previously in non-disabled adults would also be found in adults with Down syndrome. METHODS: Participants with Down syndrome practiced a linear positioning task. In the self-control group, learners were provided with feedback about the movement outcome at their request. Each participant in the yoked group received the same feedback schedule as their counterpart in the self-control group. RESULTS: Learning was assessed by a retention test, consisting of 10 trials without feedback, one day later. The self-control group demonstrated more effective learning of the task than the yoked group. CONCLUSION: Self-controlled feedback enhanced motor learning in participants with Down syndrome. CONTEXTUALIZA O: Uma variável que consistentemente tem mostrado melhorar a aprendizagem em sujeitos típicos é a prática autocontrolada. OBJETIVOS: Examinar se os benefícios do feedback autocontrolado para a aprendizagem, encontrados previamente em adultos típicos, também ser o encontrados em adultos que apresentam a Síndrome de Down. MéTODOS: Participantes com a Síndrome de Down praticaram uma tarefa de posicionamento linear. Os aprendizes do grupo autocontrolado receberam feedback sobre o resultado do movimento, quando solicitado. Já os participantes do grupo pareado receberam o mesmo arranjo de feedback dos sujeitos do grupo autocontrolado. RESULTADOS: A aprendizagem foi avaliada por meio de um teste de reten o, o qual consistiu em dez tentativas sem feedback, um dia depois da fase de prática. O grupo autocontrolado demonstrou aprendizagem mais efetiva da tarefa do que o grupo pareado. CONCLUS O: Feedback autocontrolado melhora a aprendizagem motora em sujeitos com a Síndrome de Down.
Feedback auto-controlado e aprendizagem de uma habilidade motora discreta em idosos
Chiviacowsky,Suzete; Medeiros,Franklin L. de; Schild,José F.G.; Afonso,Mariangela R.;
Revista Portuguesa de Ciências do Desporto , 2006,
Abstract: the objective of the present study was to compare the effects of the self-controlled frequency of knowledge of results (kr) and externally controlled frequency in the learning of a discrete motor ability in the elderly. twenty-two elderly subjects in the age group of 60 to 76 were used as subjects, distributed into two groups in relation to the different types of kr frequency control: self-controlled or externally controlled. the task consisted of throwing an implement at a target. the tested hypothesis is that subjects who practice with self-controlled frequencies of kr obtain higher learning than subjects who practice with externally controlled frequencies, according to previous results with adults. the analysis of the data was carried out through anova one-way, where the statistical spss package was used. the results showed a strong superiority tendency for the group with self-controlled kr, although the difference was not significant.
Conhecimento de resultados auto-controlado: efeitos na aprendizagem de diferentes programas motores generalizados
Chiviacowsky,Suzete; Treptow,Juliana Goebel; Tani,Go; Meira Jr.,Cássio de Miranda; Schild,José Francisco Gomes;
Revista Portuguesa de Ciências do Desporto , 2009,
Abstract: the objective of the current study was to compare the effects of self-controlled frequency of knowledge of results (kr) in the learning of different generalized motor programs. thirty subjects were used; university students, distributed into two groups in accordance with the different feedback conditions: self controlled group and externally controlled group. three sequential tasks were used, randomly presented, which involved pressing keys from a numerical keyboard, during the acquisition phase. the retention phase was carried out the following day. the data was analysed through the anova, and the results did not show any significant differences between the groups demonstrating that self-controlled kr is not superior to externally controlled kr when different generalized motor programs are to be learned.
Emergence and pupal mortality factors of Anastrepha obliqua (Macq.) (Diptera: Tephritidae) along the fruiting season of the host Spondias dulcis L.
BRESSAN-NASCIMENTO, SUZETE;
Neotropical Entomology , 2001, DOI: 10.1590/S1519-566X2001000200002
Abstract: the emergence and pupal mortality factors of anastrepha obliqua (macq.) (diptera: tephritidae) along the fruiting season of the host plant, spondias dulcis l. (anarcadiaceae), were studied in sert?ozinho, sp, brazil, under field and laboratory conditions. eclosed and uneclosed puparia were recorded in two experimental conditions. the number of emerged flies and parasitoids were determined in the eclosed puparia. the uneclosed puparia were inspected and classified into living (dormant) and dead. the following pupal mortality factors were considered: disease, desiccation, predation and parasitism. out of the total of 1,204 puparia analyzed, 53% emerged and 47% remained uneclosed. out of the uneclosed puparia, 25.3% contained dormant pupae and 21.7% showed no signs of emergence. among the dormant pupae, 17.8% were flies, 0.2% of which emerged; 7.5% were parasitoids, 4.7% of them emerged. the initial parasitism was 8.6%, increasing to 15.3% after the emergence of dormant pupae. predatory activity (natural condition), especially when time of exposure was long, and desiccation (laboratory condition) were the predominant causes of pupal mortality. variation in mortality caused by parasites and pathogens (bacteria and fungi) seems to play a minor role. control by predators on fruit fly population is significant. however, the factors, which regulate induction, maintenance and termination of dormancy, are still to be determined. an estimate of the dormancy and of the biotic and abiotic pupal mortality factors are essential to understand the adaptive strategies of a.obliqua and its parasitoids and to develop effective methods of control in tropical regions.
Cinético_Digital
Monica Tavares,Suzete Venturelli
ARS (S?o Paulo) , 2005, DOI: 10.1590/s1678-53202005000100008
Abstract:
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