2019

Barros JAC, Yantha Z, Carter MJ, Hussein J, & Ste-Marie DM. (2019). Examining the impact of error estimation on the effects of self-controlled feedback. Human Movement Science 63, 182-198. [pdf]

2018

Carter MJ, Smith V, Carlsen AN, & Ste-Marie DM. (2018). Anodal transcranial direct current stimulation over the primary motor cortex does not enhance the learning benefits of self-controlled feedback schedules. Psychological Research 82, 496-506. [pdf]

2017

Carter MJ, & Ste-Marie DM. (2017). Not all choices are created equal: Task-relevant choices enhance learning compared to task-irrelevant choices. Psychonomic Bulletin & Review 24, 1879-1888. [pdf]

Maslovat D, Carter MJ, & Carlsen AN. (2017). Response preparation and execution during intentional bimanual pattern switching. Journal of Neurophysiology 118, 1720-1731. [pdf]

Carter MJ, & Ste-Marie DM. (2017). An interpolated activity during the knowledge-of-results delay interval eliminates the learning advantages of self-controlled feedback schedules. Psychological Research 81, 399-406. [pdf]

Carter MJ, Maslovat D, & Carlsen AN. (2017). Intentional switches between coordination patterns are faster following anodal-tDCS over the supplementary motor area. Brain Stimulation 10, 162-164. [pdf]

2016

Carter MJ, Rathwell S, & Ste-Marie DM. (2016). Motor skill retention is modulated by strategy choice during self-controlled knowledge of results schedules. Journal of Motor Learning and Development 4, 100-115. [pdf]

Ste-Marie DM, Carter MJ, Law B, Vertes K, & Smith, V. (2016). Self-controlled learning benefits: Exploring contributions of self-efficacy and intrinsic motivation via path analysis. Journal of Sport Sciences 34, 1650-1656. [pdf]

Patterson JT, Hart A, Hansen S, Carter MJ, & Ditor, D. (2016). Measuring investment in learning: Can ECG provide an indication of cognitive effort during learning? Perceptual and Motor Skills 122, 375-394. [pdf]

Carter MJ, Smith V, & Ste-Marie, DM. (2016) Judgments of learning are significantly higher following feedback on relatively good versus relatively poor trials despite no actual learning differences. Human Movement Science 45, 63-70. [pdf]

Martini R, Carter MJ, Yoxon E, Cumming J, & Ste-Marie DM. (2016). Development and validation of the Movement Imagery Questionnaire for Children (MIQ-C). Psychology of Sport and Exercise 22, 190-201. [pdf]

2015

Maslovat D, Drummond NM, Carter MJ, & Carlsen AN. (2015a). Startle activation is additive with voluntary cortical activation irrespective of stimulus modality. Neuroscience Letters 606, 151-155. [pdf]

Maslovat D, Drummond NM, Carter MJ, & Carlsen AN. (2015a). Reduced motor preparation during dual-task performance: Evidence from startle. Experimental Brain Research 233, 2673-2683. [pdf]

Carter MJ, Maslovat D, & Carlsen AN. (2015). Anodal transcranial direct current stimulation applied over the supplementary motor area delays spontaneous anti-phase to in-phase transitions. Journal of Neurophysiology 133, 780-785. [pdf]

2014

Carter MJ, Carlsen AN, & Ste-Marie DM. (2014). Self-controlled feedback is effective if it is based on the learner’s performance: A replication and extension of Chiviacowsky and Wulf (2005). Frontiers in Psychology 5:1325. [pdf]

Maslovat D, Carter MJ, Kennefick M, & Carlsen, AN. (2014). Startle neural activity is additive with normal cortical initiation-related activation. Neuroscience Letters 558, 164-168. [pdf]

2013

Bajema MC, MacKinnon CD, Carter MJ, Kennefick M, Perlmutter S, & Carlsen AN. (2013). Pause time alters the preparation of two-component movements. Experimental Brain Research 231, 85-96. [pdf]

Patterson JT, Carter MJ, & Hansen, S. (2013). Self-controlled KR schedules: Does repetition order matter? Human Movement Science 32, 567-579. [pdf]

2012

Carter MJ, & Patterson JT. (2012). Self-controlled knowledge of results: Age-related differences in motor learning, strategies, and error detection. Human Movement Science 31, 1459-1472. [pdf]

2011

Patterson JT, Carter MJ, & Sanli E. (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, 624-633. [pdf]

2010

Patterson JT, & Carter MJ. (2010). Learner regulated knowledge of results during the acquisition of multiple timing goals. Human Movement Science 29, 214-227. [pdf]