"Self" or "other" directed learning in pairs: Isolating autonomy in practice

Abstract

Giving an individual control over practice scheduling can benefit learning compared to experimenter-directed conditions. It is unclear if these benefits are related to autonomy and motivation and/or processing related to performance-based switching. We manipulated autonomy by testing pairs and allowing scheduling to be 'other'-determined. We reasoned that 'other' scheduling should still be performance-based but promote motivation through social-factors rather than autonomy. Participants were tested alone or in pairs (actor+observer) with practice either self or 'other' determined, resulting in 3 groups: Self-alone, n=7; Self-pair, n=10; Other-pair, n=14. On Day 1, Actors practiced 3 sequences of 5 key-presses with unique movement time goals. On Day 2, all participants completed a retention test and reacquisition phase, with a final retention test on Day 3. The two Self group actors showed a trend to be more accurate in retention than the Other group actors, although this was not significant. This was despite the fact that the Other group actors had a more random schedule than the Self groups (different to Self-alone, p = .03). However, for both pair groups, switching was performance-based (i.e., after low errors). Following reacquisition, the pair groups were more accurate than the alone group in retention, with Self-pair significantly more accurate than Self-alone (p = .01). This suggests an additive effect of autonomy and social learning for later practice and learning.

Acknowledgments: This research was supported by SSHRC (awarded to the first and last authors).