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Rodolfo Novellino Bendahttp://lattes.cnpq.br/0066532113124336Rodolfo Novellino BendaUmberto Cesar CorrêaGuilherme Menezes LageHebert UgrinowitschJoão Manuel Pardal Barreiroshttp://lattes.cnpq.br/8953838394714840Lucas Savassi Figueiredo2019-10-31T13:02:34Z2019-10-31T13:02:34Z2018-12-06http://hdl.handle.net/1843/30743Fornecer a adultos jovens a oportunidade de controlar a solicitação de feedback tem se mostrado eficiente na aprendizagem de habilidades motoras. Em crianças, por sua vez, estes resultados não são observados com a mesma robustez. Assim, o momento em que fornecer controle sobre o feedback passa a ser eficiente para a aprendizagem ainda não está bem estabelecido na literatura. Da mesma forma, os processos subjacentes que subsidiam os efeitos do autocontrole em crianças também não foram devidamente aprofundados em estudos prévios. Neste sentido o presente estudo buscou investigar os efeitos do autocontrole de feedback em 3 experimentos, cada um com escolares de diferentes idades (8, 11 e 14 anos), bem como a relação entre as características desenvolvimentistas e as principais hipóteses explanativas dos efeitos do autocontrole. Para isso foi utilizada uma tarefa de arremesso de beanbags com o braço não dominante e com oclusão da visão. Em cada experimento os voluntários foram alocados em três grupos com crescente demanda no processamento de informações: Yoked (os participantes recebiam feedback controlado pelo experimentador, de forma pareada a um indivíduo do condição autocontrolada), Autocontrolado (os participantes tinham liberdade para solicitar feedback quando julgassem necessário) e Yoked com autocontrole (os participantes também poderiam controlar a solicitação de feedback, mas deveriam fazê-lo dentro de uma frequência de solicitação pré-determinada, pareada em relação aos sujeitos do grupo autocontrolado). No experimento com crianças de 8 anos a condição autocontrolada não foi superior à condição externamente controlada, e a condição autocontrolada com restrições foi a pior condição para a aprendizagem. No experimento com crianças de 11 anos, a condição autocontrolada foi superior à condição externamente controlada, e estratégias de solicitação de CR baseadas no desempenho passaram a ser observadas, conforme observado em adultos jovens. No experimento com adolescentes de 14 anos ambas as condições autocontroladas foram superiores à externamente controlada, com superioridade da condição Yoked com autocontrole. Este resultado baseia-se nos recursos cognitivos dos adolescentes, que foram suficientes para lidar com a maior demanda trazida por esta condição autocontrolada com restrições. Em conjunto, os resultados demonstraram que os efeitos do autocontrole parecem estar ligados à utilização de estratégias de solicitação de CR baseadas no desempenho. Além disso, a capacidade do processamento de informações parece atuar como um fator limitante para a obtenção dos efeitos do autocontrole por crianças.Providing young adults with the opportunity to control feedback requests has proven to be effective in motor skills learning. In children, on the other hand, these results are not observed with the same robustness. Thus, the moment when providing control over feedback becomes efficient for learning is still not well established in the literature. Likewise, the underlying processes that subsidize the effects of self-control in children have also not been properly investigated in previous studies. Thus, the present study sought to investigate the effects of self-controlled feedback in 3 experiments, each with students of different ages (8, 11 and 14 years-old), as well as the relationship between developmental characteristics and the main explanatory hypotheses for the effects of self-control. Therefore, a task of throwing beanbags with the non-dominant arm and occlusion of the vision was used. In each experiment volunteers were allocated into three groups with increasing information processing demands: Yoked (participants received feedback controlled by the experimenter, paired with an individual from the self-controlled condition), Self-controlled (participants were free to request feedback when they judged necessary) and Yoked with self-control (participants could also control the request for feedback, but they should do so within a pre-determined feedback frequency, paired with the subjects in the self-controlled group). In the experiment with 8-year-old children, the selfcontrolled condition was not superior to the externally controlled condition, and the self-controlled condition with restrictions was the worst condition for learning. In the experiment with 11-year-old children, the self-controlled condition was superior to the externally controlled condition, and performance-based feedback request strategies were observed, as it is also observed in young adults. In the experiment with 14year-old adolescents both self-controlled conditions were superior to the externally controlled, with superiority of the Yoked with self-control condition. This result is based on the cognitive resources of adolescents, which were sufficient to deal with the increased demand brought by the self-controlled condition with restrictions. Taken together, the results demonstrated that the effects of self-control seem to be linked to the use of performance-based KR request strategies. In addition, the information processing capabilities seems to act as a limiting factor in obtaining the effects of self-control by children.porUniversidade Federal de Minas GeraisPrograma de Pós-Graduação em Ciências do EsporteUFMGBrasilAutocontroleFeedbackCriançasAdolescentesAutocontrole do conhecimento de resultados em crianças e adolescentesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMGinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGLICENSElicense.txtlicense.txttext/plain; charset=utf-82119https://repositorio.ufmg.br/bitstream/1843/30743/2/license.txt34badce4be7e31e3adb4575ae96af679MD52ORIGINALFIGUEIREDO_2018.pdfFIGUEIREDO_2018.pdfapplication/pdf12343681https://repositorio.ufmg.br/bitstream/1843/30743/1/FIGUEIREDO_2018.pdf082a9571e291b7a787fd816b029e115cMD51TEXTFIGUEIREDO_2018.pdf.txtFIGUEIREDO_2018.pdf.txtExtracted texttext/plain411784https://repositorio.ufmg.br/bitstream/1843/30743/3/FIGUEIREDO_2018.pdf.txtb5aefcd4289227fbcda224f14773e801MD531843/307432019-11-14 13:07:42.94oai:repositorio.ufmg.br:1843/30743TElDRU7Dh0EgREUgRElTVFJJQlVJw4fDg08gTsODTy1FWENMVVNJVkEgRE8gUkVQT1NJVMOTUklPIElOU1RJVFVDSU9OQUwgREEgVUZNRwoKQ29tIGEgYXByZXNlbnRhw6fDo28gZGVzdGEgbGljZW7Dp2EsIHZvY8OqIChvIGF1dG9yIChlcykgb3UgbyB0aXR1bGFyIGRvcyBkaXJlaXRvcyBkZSBhdXRvcikgY29uY2VkZSBhbyBSZXBvc2l0w7NyaW8gSW5zdGl0dWNpb25hbCBkYSBVRk1HIChSSS1VRk1HKSBvIGRpcmVpdG8gbsOjbyBleGNsdXNpdm8gZSBpcnJldm9nw6F2ZWwgZGUgcmVwcm9kdXppciBlL291IGRpc3RyaWJ1aXIgYSBzdWEgcHVibGljYcOnw6NvIChpbmNsdWluZG8gbyByZXN1bW8pIHBvciB0b2RvIG8gbXVuZG8gbm8gZm9ybWF0byBpbXByZXNzbyBlIGVsZXRyw7RuaWNvIGUgZW0gcXVhbHF1ZXIgbWVpbywgaW5jbHVpbmRvIG9zIGZvcm1hdG9zIMOhdWRpbyBvdSB2w61kZW8uCgpWb2PDqiBkZWNsYXJhIHF1ZSBjb25oZWNlIGEgcG9sw610aWNhIGRlIGNvcHlyaWdodCBkYSBlZGl0b3JhIGRvIHNldSBkb2N1bWVudG8gZSBxdWUgY29uaGVjZSBlIGFjZWl0YSBhcyBEaXJldHJpemVzIGRvIFJJLVVGTUcuCgpWb2PDqiBjb25jb3JkYSBxdWUgbyBSZXBvc2l0w7NyaW8gSW5zdGl0dWNpb25hbCBkYSBVRk1HIHBvZGUsIHNlbSBhbHRlcmFyIG8gY29udGXDumRvLCB0cmFuc3BvciBhIHN1YSBwdWJsaWNhw6fDo28gcGFyYSBxdWFscXVlciBtZWlvIG91IGZvcm1hdG8gcGFyYSBmaW5zIGRlIHByZXNlcnZhw6fDo28uCgpWb2PDqiB0YW1iw6ltIGNvbmNvcmRhIHF1ZSBvIFJlcG9zaXTDs3JpbyBJbnN0aXR1Y2lvbmFsIGRhIFVGTUcgcG9kZSBtYW50ZXIgbWFpcyBkZSB1bWEgY8OzcGlhIGRlIHN1YSBwdWJsaWNhw6fDo28gcGFyYSBmaW5zIGRlIHNlZ3VyYW7Dp2EsIGJhY2stdXAgZSBwcmVzZXJ2YcOnw6NvLgoKVm9jw6ogZGVjbGFyYSBxdWUgYSBzdWEgcHVibGljYcOnw6NvIMOpIG9yaWdpbmFsIGUgcXVlIHZvY8OqIHRlbSBvIHBvZGVyIGRlIGNvbmNlZGVyIG9zIGRpcmVpdG9zIGNvbnRpZG9zIG5lc3RhIGxpY2Vuw6dhLiBWb2PDqiB0YW1iw6ltIGRlY2xhcmEgcXVlIG8gZGVww7NzaXRvIGRlIHN1YSBwdWJsaWNhw6fDo28gbsOjbywgcXVlIHNlamEgZGUgc2V1IGNvbmhlY2ltZW50bywgaW5mcmluZ2UgZGlyZWl0b3MgYXV0b3JhaXMgZGUgbmluZ3XDqW0uCgpDYXNvIGEgc3VhIHB1YmxpY2HDp8OjbyBjb250ZW5oYSBtYXRlcmlhbCBxdWUgdm9jw6ogbsOjbyBwb3NzdWkgYSB0aXR1bGFyaWRhZGUgZG9zIGRpcmVpdG9zIGF1dG9yYWlzLCB2b2PDqiBkZWNsYXJhIHF1ZSBvYnRldmUgYSBwZXJtaXNzw6NvIGlycmVzdHJpdGEgZG8gZGV0ZW50b3IgZG9zIGRpcmVpdG9zIGF1dG9yYWlzIHBhcmEgY29uY2VkZXIgYW8gUmVwb3NpdMOzcmlvIEluc3RpdHVjaW9uYWwgZGEgVUZNRyBvcyBkaXJlaXRvcyBhcHJlc2VudGFkb3MgbmVzdGEgbGljZW7Dp2EsIGUgcXVlIGVzc2UgbWF0ZXJpYWwgZGUgcHJvcHJpZWRhZGUgZGUgdGVyY2Vpcm9zIGVzdMOhIGNsYXJhbWVudGUgaWRlbnRpZmljYWRvIGUgcmVjb25oZWNpZG8gbm8gdGV4dG8gb3Ugbm8gY29udGXDumRvIGRhIHB1YmxpY2HDp8OjbyBvcmEgZGVwb3NpdGFkYS4KCkNBU08gQSBQVUJMSUNBw4fDg08gT1JBIERFUE9TSVRBREEgVEVOSEEgU0lETyBSRVNVTFRBRE8gREUgVU0gUEFUUk9Dw41OSU8gT1UgQVBPSU8gREUgVU1BIEFHw4pOQ0lBIERFIEZPTUVOVE8gT1UgT1VUUk8gT1JHQU5JU01PLCBWT0PDiiBERUNMQVJBIFFVRSBSRVNQRUlUT1UgVE9ET1MgRSBRVUFJU1FVRVIgRElSRUlUT1MgREUgUkVWSVPDg08gQ09NTyBUQU1Cw4lNIEFTIERFTUFJUyBPQlJJR0HDh8OVRVMgRVhJR0lEQVMgUE9SIENPTlRSQVRPIE9VIEFDT1JETy4KCk8gUmVwb3NpdMOzcmlvIEluc3RpdHVjaW9uYWwgZGEgVUZNRyBzZSBjb21wcm9tZXRlIGEgaWRlbnRpZmljYXIgY2xhcmFtZW50ZSBvIHNldSBub21lKHMpIG91IG8ocykgbm9tZXMocykgZG8ocykgZGV0ZW50b3IoZXMpIGRvcyBkaXJlaXRvcyBhdXRvcmFpcyBkYSBwdWJsaWNhw6fDo28sIGUgbsOjbyBmYXLDoSBxdWFscXVlciBhbHRlcmHDp8OjbywgYWzDqW0gZGFxdWVsYXMgY29uY2VkaWRhcyBwb3IgZXN0YSBsaWNlbsOnYS4KCg==Repositório InstitucionalPUBhttps://repositorio.ufmg.br/oaiopendoar:2019-11-14T16:07:42Repositório Institucional da UFMG - Universidade Federal de Minas Gerais (UFMG)false
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