Augmented Feedback Flashcards
augmented feedback
-what is it
information provided to the learner from an external source to supplement movement-produced feedback
augmented feedback
-when is it necessary
when
- sensory pathways are impaired
- sensory information is not available
- intrinsic feedback is available but performer cannot use it (due to lack of experience)
augmented feedback
-when is it not necessary
skills have detectable external reference
3 primary positive roles of augmented feedback
motivation
-helps make practice less boring and repetitive
reinforcement
-positive (reward, praise)
-negative (removal or avoidance of negative consequences
error correction/guidance
-provide information for correction of performance errors
-may include description of correct/incorrect aspects or outcome
-can be a prescription for how to fix errors
major questions to consider regarding augmented feedback
how does it enhance learning?
how can it hinder learning?
what are the best ways to give feedback?
when are the best times to give feedback?
categories for delivering optimal feedback
content of FB
schedule of FB
timing of FB
FB content
- _____ vs. _____
- knowledge of results (KR)
- -verbal vs. visual/auditory
- -types
goal vs. movement knowledge of results -externally presented information about the outcome of performing a skill or achieving the goal of the performance -usually verbal > visual/auditory --accuracy --distance --time --force
KR
- KR is sometimes _____
- -why?
- -advantage
KR is sometimes redundant
- performed can often see/feel/hear the outcome
- -if performer cannot see and/or feel the outcome, KR is necessary
- major advantage of redundant KR
- -KR can confirm the learner’s own assessments
KR key principle
some information relative to goal achievement must be received, either through inherent sources or augmented sources for any learning to occur
knowledge of performance (KP)
- what is it?
- types
information about the movement that describes what is observed without reference to goal or outcome
- kinematic (velocity, displacement)
- kinetic (dynamometer)
- muscle activity
FB content
-descriptive vs. prescriptive
descriptive
-reports observation, with no advice on how to improve
-use during associative
prescriptive
-includes advice on how to do the task the next time
-uses attentional cueing to focus learner’s attention to most pertinent information to correct the error
-use more during cognitive
FB content
-level of precisiton depends on…
learner’s skill
application of FB content
- which is better (prescriptive vs. descriptive)
- if goal is to facilitate skill acquisition, give info about…
- if goal is to confirm progress or encourage persistence, focus on…
- FB precision: consider…
which is better -consider skill level -prescriptive in the beginning -descriptive once the skill is learned goal: skill acquisition -give info about performance error goal: confirm progress -focus on achievement and successful features of attempt precision -consider skill level of learner -early --> general info is ok -more advanced learner --> more precise better
schedule of FB
-historically, it was thought…
the more frequently feedback was given to a learner, the greater the learning gains
-false
100% KR vs. 50% KR: comparision during
- acquisition
- immediate retention
- delayed retention
acquisiton -similar immediate -50% a little better delayed -50% much better
schedule of FB: guidance hypothesis
- feedback can…
- too much FB can…
- -why?
- reduced schedule encourages…
FB can guide learner in correction of performance errors, but…
too much FB can have detrimental effect
-learner may begin to rely on it
-abandon processing of other information
-become passive listener, not active problem solving
reduced schedule encourages reflective thinking
schedule of FB
-feedback reduction strategies
faded FB summary of FB average FB bandwidth FB learner-regulated FB
faded frequency FB
higher frequency KR/KP provided early in acquisition (i.e. early cognitive phase); gradually withdrawn in later cognitive associative phases
summary schedule FB
summary of performance given after learner has completed a given number of trials
shown to have beneficial impact on learning, but optimal number of trials summarized is not fully known (may be a function of task complexity)
average FB
- what is it
- example
learner received feedback after a certain number of attempts (similar to summary FB)
FB will be average performance in the series, instead of FB about each trial
example
-teaching patient to rise from chair using walker
-FB given after every 5th attempt
-many mistakes but FB given only about most common tendency, e.g. pulling up on the walker while rising
summary vs. average
summary
-account of each trial
average
-patterns
bandwidth FB
a range of “correctness” of movement is predetermined (positive or negative)
feedback given only on trials where error falls outside this range
bandwidth FB
- benefit
- PT may adjust bandwidth as…
- learner receives positive reinforcement on trials…
benefit is that feedback is systematically reduced according to learner’s proficiency
PT may adjust bandwidth as patient learns task
learner receives positive reinforcement on trials that fall within the bandwidth, strengthening the successful behavior
bandwidth FB
- interesting clinical problem
- how can this be countered?
may experience communication problem or perception of failure to give assistance
-when bandwidth combined with questions to learner, outcomes were improved
learner-regulated feedback
- what is it
- effective at…
- involves…
- trend is that…
learner controls when and how much feedback is given (i.e. only what and when asked for)
effective at reducing and individualizing FB
involves the learner in the learning process
trend is that feedback frequency less important than learner’s ability to choose (or not to choose) FB
learner-regulated feedback
- learner preference for FB…
- learning advantage if individuals receive FB after…
after successful trials (based requests on their performance)
after good relative to poor trials
-retention much better when individuals receive FB about good trials
emerging evidence of FB frequency vs. attentional focus
throw-ins to a target
-individuals with 100% feedback, external focus has best performance
-individuals who received 100% feedback, internal focus has worse performance
focus likely more important than frequency of feedback
timing of feedback
-types
concurrent FB
delayed FB
concurrent FB
- what is it
- effect on this type of FB
provide FB during the execution of a trial
giving FB immediately following attempt can have negative impact on learning
if given FB too soon, decreased use of intrinsic feedback produced during attempt
delayed FB
-why is it effective
increases number and variety of intrinsic FB sourced used
feedback-delay interval
- effect of estimation
- practitioners should assist learners to…
prompting learners to estimate own performance has superior learning effect
practitioners should assist learners to develop self-evaluation skills
how long to wait to give feedback
- evidence
- general rule
no evidence indicating an optimal post-KR interval, longer generally does not hurt
general rule
-as precision of FB/complexity of movement increases –> time to process FB should increase
post-KR interval
-what does the learner once you give feedback
learner synthesizes FB information to plan new movement strategy
timing of feedback - post-KR interval
-helpful strategies for PT’s
increased complexity requires more processing time
ask patient what he/she is thinking about the next attempt
ensure understanding by observing the degree to which FB modifies the next attempt
clinical application guidelines for FB
-FB effective for
motivation
reinforcement of behavior
error correction
clinical application guidelines for FB
-verbal feedback should be based on…
most critical components of task
clinical application guidelines for FB
-FB may address…
movement pattern or result
clinical application guidelines for FB
-less is more: implications
do not give FB after every attempt
use a terminal schedule that forces learner to interpret intrinsic feedback
clinical application guidelines for FB
-reduced FB reduces…
risk of FB dependency and encourages active problem-solving
-not present with concurrent or 100% FB
clinical application guidelines for FB
- person must be able to use the information
- -beginner vs. advanced
beginner
-“ballpark” information
advanced
-specific information
clinical application guidelines for FB
- prescriptive KP is better for…
- descriptive KP is better for…
prescriptive better for novice
descriptive better for advanced
clinical application guidelines for FB
- give learner a…
- or give FB after…
give learner a choice of when to get FB
or give after best performance trials
clinical application guidelines for FB
-when to give FB
wait a few seconds before giving FB
clinical application guidelines for FB
-have learner engage in…
self-evaluation of performace, then give feedback
clinical application guidelines for FB
-_____ is not effective FB for learning
good job
