Effects of testosterone on feedback schedules and learning of a spatial motor task

This thesis was completed and submitted at Nipissing University, and is made freely accessible through the University of Toronto’s TSpace repositoryThere is extensive research investigating the relationship between augmented feedback and learning. However, the role of hormones in modulating feedback scheduling during learning has not been investigated. This study examined the extent to which testosterone changed feedback scheduling during skill acquisition and whether testosterone ultimately influenced skill retention. In addition, this study examined the rationale behind feedback requests by linking the decision to request feedback to the task performance on individual trials. Thus, the purpose of this study was to examine whether a single dose of testosterone would influence self-controlled feedback selection and learning of a spatial-motor sequence. We administered a single dose of intranasal testosterone gel (11 mg, Natesto) in a double-blind, placebo controlled within-subjects design. Participants completed an acquisition phase of a motor learning task and then a retention task at least an hour and a half later on Day 1. On Day 2, a week later, the participants completed a reversal of the task with the administration of whichever drug they did not receive on Day 1. Results failed to reveal effects of testosterone on the frequency with which men requested feedback or in the terminal error for trials where feedback was requested. However, with higher testosterone levels, males increased the amount of timing error as measured by absolute error. Finally, with higher testosterone levels, males increased accuracy in target aiming in the retention stage despite an increase in timing error. These findings have value in classroom settings and provide researchers with a base for future testosterone and motor learning research.M.Ed