Social-Cognitive Influences on Learning
The task of motor learning is not merely the acquisition of a specific movement pattern, but encompasses the self-regulation of cognitive processes, affective reactions, and attentional focus to meet task demands. Some of our recent findings demonstrate that social-cognitive variables have an important influence on motor learning. This may be especially true in the natural and almost inevitably social context of movement tasks. Some of the motivational variables on motor learning we have recently examined include normative feedback and learners’ conceptions of ability.
Related publications:
Lewthwaite, R., & Wulf, G. (in press). Social-comparative feedback affects motor skill learning. Quarterly Journal of Experimental Psychology.
Wulf, G., Chiviacowsky, S., Lewthwaite, R. (in press). Normative feedback effects on the learning of a timing task. Research Quarterly for Exercise and Sport.
Wulf, G., & Lewthwaite, R. (in press). Attentional and motivational influences on motor performance and learning. In A. Mornell (Ed.), Art in Motion: Musical and Athletic Motor Learning and Performance. Frankfurt am Main: Peter Lang.
Wulf, G., & Lewthwaite, R. (in press). Conceptions of ability affect motor learning. Journal of Motor Behavior.
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