Augmented Feedback Flashcards

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1
Q

augmented feedback

-what is it

A

information provided to the learner from an external source to supplement movement-produced feedback

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2
Q

augmented feedback

-when is it necessary

A

when

  • sensory pathways are impaired
  • sensory information is not available
  • intrinsic feedback is available but performer cannot use it (due to lack of experience)
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3
Q

augmented feedback

-when is it not necessary

A

skills have detectable external reference

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4
Q

3 primary positive roles of augmented feedback

A

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

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5
Q

major questions to consider regarding augmented feedback

A

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?

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6
Q

categories for delivering optimal feedback

A

content of FB
schedule of FB
timing of FB

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7
Q

FB content

  • _____ vs. _____
  • knowledge of results (KR)
  • -verbal vs. visual/auditory
  • -types
A
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
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8
Q

KR

  • KR is sometimes _____
  • -why?
  • -advantage
A

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
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9
Q

KR key principle

A

some information relative to goal achievement must be received, either through inherent sources or augmented sources for any learning to occur

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10
Q

knowledge of performance (KP)

  • what is it?
  • types
A

information about the movement that describes what is observed without reference to goal or outcome

  • kinematic (velocity, displacement)
  • kinetic (dynamometer)
  • muscle activity
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11
Q

FB content

-descriptive vs. prescriptive

A

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

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12
Q

FB content

-level of precisiton depends on…

A

learner’s skill

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13
Q

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…
A
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
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14
Q

schedule of FB

-historically, it was thought…

A

the more frequently feedback was given to a learner, the greater the learning gains
-false

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15
Q

100% KR vs. 50% KR: comparision during

  • acquisition
  • immediate retention
  • delayed retention
A
acquisiton
-similar
immediate
-50% a little better
delayed
-50% much better
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16
Q

schedule of FB: guidance hypothesis

  • feedback can…
  • too much FB can…
  • -why?
  • reduced schedule encourages…
A

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

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17
Q

schedule of FB

-feedback reduction strategies

A
faded FB
summary of FB
average FB
bandwidth FB
learner-regulated FB
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18
Q

faded frequency FB

A

higher frequency KR/KP provided early in acquisition (i.e. early cognitive phase); gradually withdrawn in later cognitive associative phases

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19
Q

summary schedule FB

A

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)

20
Q

average FB

  • what is it
  • example
A

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

21
Q

summary vs. average

A

summary
-account of each trial
average
-patterns

22
Q

bandwidth FB

A

a range of “correctness” of movement is predetermined (positive or negative)
feedback given only on trials where error falls outside this range

23
Q

bandwidth FB

  • benefit
  • PT may adjust bandwidth as…
  • learner receives positive reinforcement on trials…
A

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

24
Q

bandwidth FB

  • interesting clinical problem
  • how can this be countered?
A

may experience communication problem or perception of failure to give assistance
-when bandwidth combined with questions to learner, outcomes were improved

25
Q

learner-regulated feedback

  • what is it
  • effective at…
  • involves…
  • trend is that…
A

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

26
Q

learner-regulated feedback

  • learner preference for FB…
  • learning advantage if individuals receive FB after…
A

after successful trials (based requests on their performance)
after good relative to poor trials
-retention much better when individuals receive FB about good trials

27
Q

emerging evidence of FB frequency vs. attentional focus

A

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

28
Q

timing of feedback

-types

A

concurrent FB

delayed FB

29
Q

concurrent FB

  • what is it
  • effect on this type of FB
A

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

30
Q

delayed FB

-why is it effective

A

increases number and variety of intrinsic FB sourced used

31
Q

feedback-delay interval

  • effect of estimation
  • practitioners should assist learners to…
A

prompting learners to estimate own performance has superior learning effect
practitioners should assist learners to develop self-evaluation skills

32
Q

how long to wait to give feedback

  • evidence
  • general rule
A

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

33
Q

post-KR interval

-what does the learner once you give feedback

A

learner synthesizes FB information to plan new movement strategy

34
Q

timing of feedback - post-KR interval

-helpful strategies for PT’s

A

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

35
Q

clinical application guidelines for FB

-FB effective for

A

motivation
reinforcement of behavior
error correction

36
Q

clinical application guidelines for FB

-verbal feedback should be based on…

A

most critical components of task

37
Q

clinical application guidelines for FB

-FB may address…

A

movement pattern or result

38
Q

clinical application guidelines for FB

-less is more: implications

A

do not give FB after every attempt

use a terminal schedule that forces learner to interpret intrinsic feedback

39
Q

clinical application guidelines for FB

-reduced FB reduces…

A

risk of FB dependency and encourages active problem-solving

-not present with concurrent or 100% FB

40
Q

clinical application guidelines for FB

  • person must be able to use the information
  • -beginner vs. advanced
A

beginner
-“ballpark” information
advanced
-specific information

41
Q

clinical application guidelines for FB

  • prescriptive KP is better for…
  • descriptive KP is better for…
A

prescriptive better for novice

descriptive better for advanced

42
Q

clinical application guidelines for FB

  • give learner a…
  • or give FB after…
A

give learner a choice of when to get FB

or give after best performance trials

43
Q

clinical application guidelines for FB

-when to give FB

A

wait a few seconds before giving FB

44
Q

clinical application guidelines for FB

-have learner engage in…

A

self-evaluation of performace, then give feedback

45
Q

clinical application guidelines for FB

-_____ is not effective FB for learning

A

good job