Effects of Limitations in Feedback Request in the Form of Self-controlld in Complicated and Simple Tasks Emphasizing on Feedback Request after Successful and Unsuccessful Trials

This study aimed to examine the effect of self-controlled frequency feedback on learning of simple and difficult tasks emphasizing on feedback request after successful andunsuccessful trials. Limitations in feedback requisition in self-controlled method in difficult and simple tasks.

60 boy (mean was10/6 ± 1/07 ys), students from elementary schools of Kermanshah city selected randomly and assigned in four counter balanced experimental groups based on their pre-test scores. Simple task consisted of producing 1-kg force using hand electric dynamometer apparatus. In difficult task, however, volleyball hammer service test was applied. In acquisition phase, each group performed 6 blocks of 10 triales, according their instructions. The results were analyzed usingmanova test with repeated measurements for acquisition phase and two-way anova for retention test.

Findings showed that in the simple task, the effect of feedback type and in the difficult task, the effect of feedback frequency was significant in both acquisition phase and retention test (p<0/05).

The pattern of this findings suggest that in the simple task, the effect of feedback type is more important than its frequencybecause learners can recognize successful trials from unsuccessful trials, but regarding difficult tasks frequency of the feedback is more important than its type.