긍정적,부정적 피드백이 지적장애 청소년의 골프퍼팅 수행에 미치는 영향 = The Effect of the Positive Feedback and the Negative Feedback on the Performance of a Golf-putting Task in the Middle School Students with Intellectual Disability

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the effectiveness of the positive feedback and the negative feedback on the performance and learning of a golf putting task in the middle school students with intellectual disability. Thirty middle school students with intellectual disability whose ages ranged from 14 to 16 years (M=15.27) participated in this experiment. The participants were randomly assigned to one of three experimental conditions: (1) positive feedback group (n=10), (2) negative feedback group (n=10), (3) control group (n=10). Subjects performed 40 acquisition trials followed by 20 retention trials. ANOVAs with repeated measures on the last factor were performed on the various dependent variables: absolute error (AE), constant error (CE), and variable error (VE). The results of this study indicated that interaction effects for Groups and Trials on the absolute error (AE) in the retention phase significantly. And the results of this investigation revealed significant main effects for Groups on variable error (VE) in the retention phase. Participants in the positive feedback group were significantly better than the negative feedback and the control group in the absolute error (AE) in the retention phase. And the participants in the positive feedback group and the negative feedback group were significantly better than the control group in the variable error (VE) in the retention phase. The present study suggests that the positive feedback may be a more effective on the performance and learning in the middle school students with intellectual disability.

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