Humans are able to overcome sensory perturbations imposed on their movements through motor learning. One of the key mechanisms to accomplish this is sensorimotor adaptation, an implicit, error-driven learning mechanis...Humans are able to overcome sensory perturbations imposed on their movements through motor learning. One of the key mechanisms to accomplish this is sensorimotor adaptation, an implicit, error-driven learning mechanism. Past work on sensorimotor adaptation focused mainly on adaptation to rotated visual feedback—A paradigm known as visuomotor rotation. Recent studies have shown that sensorimotor adaptation can also occur under mirror-reversed visual feedback. In visuomotor rotation, sensorimotor adaptation can be driven by both endpoint and online feedback [1] [2]. However, it’s not been clear whether both kinds of feedback can similarly drive adaptation under a mirror reversed perturbation. We performed a study to establish what kinds of feedback can drive adaptation under mirror reversal. In the first two conditions, the participants were asked to ignore visual feedback. In the first condition, we provided mirror reversed online feedback and endpoint feedback. We reproduced previous findings showing that online feedback elicited adaptation under mirror reversal. In a second condition, we provided mirror reversed endpoint feedback. However, in the second condition, we found that endpoint feedback alone failed to elicit adaptation. In a third condition, we provided both types of feedback at the same time, but in a conflicting way: endpoint feedback was non-reversed while online feedback was mirror reversed. The participants were asked to ignore online visual feedback and try to hit the target with help from veridical endpoint feedback. In the third condition, in which veridical endpoint feedback and mirror reversed online feedback were provided, adaptation still occurred. Our results showed that endpoint feedback did not elicit adaptation under mirror reversal but online feedback did. This dissociation between effects of endpoint feedback and online feedback on adaptation under mirror reversal suggests that adaptation under these different kinds of feedback might in fact operate via distinct mechanisms.展开更多
Peer feedback is found to positively influence student learning and achievement. Despite concerns from learners and teachers, it is increasingly being used successfully in ESL and EFL writing classrooms. To help teach...Peer feedback is found to positively influence student learning and achievement. Despite concerns from learners and teachers, it is increasingly being used successfully in ESL and EFL writing classrooms. To help teachers and researchers understand the application of peer feedback, this paper presents a new theory based on the learning sciences for why all students, even beginning EFL students, can meaningfully participate in peer feedback. It highlights the importance of feedback that is carefully structured for maximal impact. Further, it introduces the idea of the Persuasive Zone of Competence: Students are generally sufficiently competent to address performance problems among their peers, and multi-peer feedback tends to be especially persuasive. We conclude with suggestions for how to maximize the learning potentials in peer feedback in EFL/ESL writing classrooms.展开更多
文摘Humans are able to overcome sensory perturbations imposed on their movements through motor learning. One of the key mechanisms to accomplish this is sensorimotor adaptation, an implicit, error-driven learning mechanism. Past work on sensorimotor adaptation focused mainly on adaptation to rotated visual feedback—A paradigm known as visuomotor rotation. Recent studies have shown that sensorimotor adaptation can also occur under mirror-reversed visual feedback. In visuomotor rotation, sensorimotor adaptation can be driven by both endpoint and online feedback [1] [2]. However, it’s not been clear whether both kinds of feedback can similarly drive adaptation under a mirror reversed perturbation. We performed a study to establish what kinds of feedback can drive adaptation under mirror reversal. In the first two conditions, the participants were asked to ignore visual feedback. In the first condition, we provided mirror reversed online feedback and endpoint feedback. We reproduced previous findings showing that online feedback elicited adaptation under mirror reversal. In a second condition, we provided mirror reversed endpoint feedback. However, in the second condition, we found that endpoint feedback alone failed to elicit adaptation. In a third condition, we provided both types of feedback at the same time, but in a conflicting way: endpoint feedback was non-reversed while online feedback was mirror reversed. The participants were asked to ignore online visual feedback and try to hit the target with help from veridical endpoint feedback. In the third condition, in which veridical endpoint feedback and mirror reversed online feedback were provided, adaptation still occurred. Our results showed that endpoint feedback did not elicit adaptation under mirror reversal but online feedback did. This dissociation between effects of endpoint feedback and online feedback on adaptation under mirror reversal suggests that adaptation under these different kinds of feedback might in fact operate via distinct mechanisms.
文摘Peer feedback is found to positively influence student learning and achievement. Despite concerns from learners and teachers, it is increasingly being used successfully in ESL and EFL writing classrooms. To help teachers and researchers understand the application of peer feedback, this paper presents a new theory based on the learning sciences for why all students, even beginning EFL students, can meaningfully participate in peer feedback. It highlights the importance of feedback that is carefully structured for maximal impact. Further, it introduces the idea of the Persuasive Zone of Competence: Students are generally sufficiently competent to address performance problems among their peers, and multi-peer feedback tends to be especially persuasive. We conclude with suggestions for how to maximize the learning potentials in peer feedback in EFL/ESL writing classrooms.
