Current research in the Motor Skill Acquisition Laboratory are examining research questions related to:

• Practice factors strengthening the error detection capabilities of the learner as a function of motor task complexity
• Practiced contexts organized by a peer of similar or different skill levels of the learner;
• Application of motor learning principles to tasks performed in everyday living (e.g., touch screen performance)

• Member of the Canadian Society for Psychomotor Learning and Sport Psychology
• Member of the North American Society for the Psychology of Sport and Physical Activity
• Centre for Neuroscience, Brock University

Patterson, J., Hansen, S., & McRae, M. (2019). On whether task experience of the peer differentially impacts feedback scheduling and skill acquisition of a learner. Frontiers in psychology, 10, 1987.

Reischl, S. A., Raza, S. Z., Adkin, A. L., Patterson, J. T., & Tokuno, C. D. (2019). Examining changes in corticospinal excitability and balance performance in response to social-comparative feedback. Gait & posture, 73, 14-19.

Patterson, J.T., McRae, M., & Lai (2016). Accuracy of subjective performance appraisal is not modulated by the method used by the leaner during motor skill acquisition. Perceptual and Motor Skills, 122, 650-665.

Patterson, J.T., Hart, A., Hansen, S., Carter, M., & Ditor (2016). Measuring Investment in Learning: Can Electrocardiogram Provide an Indication of Cognitive Effort During Learning? Perceptual and Motor Skills, 122, 375-394.

McRae, M., Patterson, J.T., & Hansen, S. (2015). Examining the preferred self-controlled KR schedules of learners and peers during motor skill learning. Journal of Motor Behavior, 47, 527-534.

Weaver, TB., Adkin, A.L., Patterson, J.T.,& Tokuno, C. (2014). The influence of instructions on arm reactions in individuals with Parkinson’s disease. Human Movement Science, 37, 101-110.

McGuire, J., Green, L., Calder, K., Patterson, J., & Gabriel, D.A. (2014). The effects of massed versus distributed contractions on the variability of maximal isometric force. Experimental Brain Research, published online April 2nd, 2014.

Sanli, E., & Patterson, J. (2013). Learning effects of self-controlled practice scheduling for children and adults: Are the advantages different? Perceptual and Motor Skills, 116, 1-9.

Patterson, J.T., Carter, M., Hansen, S. (2013). Self-controlled KR schedules: Does repetition order matter? Human Movement Science. 32, 567-579.

Sanli, E.A., Patterson, J.T., Bray, S.R., Lee, T.D. (2013). Understanding self-controlled motor learning protocols through self-determination theory. Frontiers in Psychology: Movement Science and Sport Psychology, 3, 1-17.

Cote, P., Kimmerle, M., & Patterson J. (2013). Learning and transfer of dance sequences by novice and experienced dancers. Asian Journal of Exercise & Sports Science, 10, 98-106.

Carter, M*., & Patterson, J.T. (2012). Self-Controlled Knowledge of Results: Age Related Differences in Motor Learning, Strategies, and Error Detection. Human Movement Science, 31, 1459-1472.

Patterson, J.T., & Azizieh, J*. (2012). Knowing the good from the bad: does being aware of KR content matter? Human Movement Science, 31, 1449-1458.

Patterson, J.T., Carter, M*., & Sanli, L*. (2011). Decreasing the proportion of self-control trials during the acquisition period does not compromise the learning advantages in a self-controlled context. Research Quarterly for Exercise and Sport, 82, 624-63.

Hansen, S., Pfeiffer, J*., & Patterson, J.T. (2011). Self-control of feedback during motor learning: Accounting for the absolute amount of feedback using a yoked group with self control. Journal of Motor Behavior, 43, 113-121.

• Foundations in Adapted Physical Education and Disability Studies
• Motor Learning
• Cognitive Ergonomics
• Internship in Kinesiology
• Thesis / Project