This paper examines whether feedback schedules (self-control, yoked, and instructor) have different effects on relative and absolute timing. Sixty volunteer Participants were randomly assigned to self-control, yoked, and instructor groups. They practiced a sequential timing task. The task required participants to press four keys (2, 6, 8, 4). One group of learners (self-control) was provided with a feedback whenever they requested it; whereas, the other groups (yoked, instructor) had no influence on the feedback schedules. The analyses demonstrated that the self-control groups showed learning benefits on acquisition, retention and delayed transfer tests with regard to relative-timing accuracy. In the acquisition phase, relative timing errors were lower for the self-control and instructor groups, but not for the yoked group. During the retention phase, relative timing errors were lower for the self-control and instructor groups, but not for the yoked group. During the transfer phase, relative timing errors were lower for the self-control group, but not for the yoked group. This might explain self-control feedback develop the generalized motor program but not parameter learning and support the theoretical separation of GMP and parameter processes.