Michael J Carter
Michael J Carter
Department of Kinesiology, McMaster University
Verified email at mcmaster.ca
Title
Cited by
Cited by
Year
Learner regulated knowledge of results during the acquisition of multiple timing goals
JT Patterson, M Carter
Human movement science 29 (2), 214-227, 2010
1122010
Self-controlled knowledge of results: Age-related differences in motor learning, strategies, and error detection
MJ Carter, JT Patterson
Human Movement Science 31 (6), 1459-1472, 2012
492012
Decreasing the proportion of self-control trials during the acquisition period does not compromise the learning advantages in a self-controlled context
JT Patterson, M Carter, E Sanli
Research Quarterly for Exercise and Sport 82 (4), 624-633, 2011
452011
Self-controlled feedback is effective if it is based on the learner’s performance: A replication and extension of Chiviacowsky and Wulf (2005)
MJ Carter, AN Carlsen, DM Ste-Marie
Frontiers in Psychology 5, 1325, 2014
442014
Development and validation of the Movement Imagery Questionnaire for Children (MIQ-C)
R Martini, MJ Carter, E Yoxon, J Cumming, DM Ste-Marie
Psychology of Sport and Exercise 22, 190-201, 2016
39*2016
Self-controlled learning benefits: exploring contributions of self-efficacy and intrinsic motivation via path analysis
DM Ste-Marie, MJ Carter, B Law, K Vertes, V Smith
Journal of Sports Sciences 34 (17), 1650-1656, 2016
312016
An interpolated activity during the knowledge-of-results delay interval eliminates the learning advantages of self-controlled feedback schedules
MJ Carter, DM Ste-Marie
Psychological research 81 (2), 399-406, 2017
282017
Anodal transcranial direct current stimulation applied over the supplementary motor area delays spontaneous antiphase-to-in-phase transitions
MJ Carter, D Maslovat, AN Carlsen
Journal of neurophysiology 113 (3), 780-785, 2015
232015
Startle neural activity is additive with normal cortical initiation-related activation
D Maslovat, MJ Carter, M Kennefick, AN Carlsen
Neuroscience letters 558, 164-168, 2014
222014
Self-controlled KR schedules: Does repetition order matter?
JT Patterson, MJ Carter, S Hansen
Human movement science 32 (4), 567-579, 2013
222013
Not all choices are created equal: Task-relevant choices enhance motor learning compared to task-irrelevant choices
MJ Carter, DM Ste-Marie
Psychonomic bulletin & review 24 (6), 1879-1888, 2017
182017
Motor skill retention is modulated by strategy choice during self-controlled knowledge of results schedules
M Carter, S Rathwell, D Ste-Marie
Journal of Motor Learning and Development 4 (1), 100-115, 2016
172016
Reduced motor preparation during dual-task performance: evidence from startle
D Maslovat, NM Drummond, MJ Carter, AN Carlsen
Experimental brain research 233 (9), 2673-2683, 2015
122015
Judgments of learning are significantly higher following feedback on relatively good versus relatively poor trials despite no actual learning differences
MJ Carter, V Smith, DM Ste-Marie
Human movement science 45, 63-70, 2016
112016
Intentional switches between coordination patterns are faster following anodal-tDCS applied over the supplementary motor area
MJ Carter, D Maslovat, AN Carlsen
Brain Stimulation: Basic, Translational, and Clinical Research in …, 2017
102017
Startle activation is additive with voluntary cortical activation irrespective of stimulus modality
D Maslovat, NM Drummond, MJ Carter, AN Carlsen
Neuroscience letters 606, 151-155, 2015
102015
Anodal transcranial direct current stimulation over the primary motor cortex does not enhance the learning benefits of self-controlled feedback schedules
MJ Carter, V Smith, AN Carlsen, DM Ste-Marie
Psychological research 82 (3), 496-506, 2018
52018
Examining the impact of error estimation on the effects of self-controlled feedback
JAC Barros, ZD Yantha, MJ Carter, J Hussien, DM Ste-Marie
Human movement science 63, 182-198, 2019
42019
Response preparation and execution during intentional bimanual pattern switching
D Maslovat, MJ Carter, AN Carlsen
Journal of neurophysiology 118 (3), 1720-1731, 2017
42017
Measuring investment in learning: Can electrocardiogram provide an indication of cognitive effort during learning?
JT Patterson, A Hart, S Hansen, MJ Carter, D Ditor
Perceptual and motor skills 122 (2), 375-394, 2016
22016
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