Jae Patterson, PhD

Associate Professor, Kinesiology

Jae Patterson

Office: WC 283
905 688 5550 x3769

My specific research questions are focused on examining practice factors facilitating motor skill acquisition across the lifespan. Such general topics include knowledge of results, observational learning, repetition scheduling, self-controlled practice contexts and subjective error-detection accuracy. I completed my PhD in 2005 at McMaster University under the supervision of Dr. Timothy Lee; my Master’s Degree in 1996 in Human Kinetics at the  University of Windsor under the supervision of Patti Weir; and my honors undergraduate degree in 1993 at Brock University in the Department of Physical Education

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 psychology10, 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 & posture73, 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