Ch. 10

Question 1

FUNCTIONS OF FEEDBACK (4)

Answer 1

Information to correct performance errors
Positive reinforcement
Negative reinforcement / Punishment to suppress errors
Motivation

Question 2

SOURCES OF FEEDBACK

Answer 2

Where is the feedback coming from?
Intrinsic (sensory) feedback: information generated by sensory organs

Extrinsic (augmented) feedback: information provided from an external source

Question 3

NATURE OF FEEDBACK

Answer 3

What is the feedback about?
Knowledge of Results: outcome of the action (score, point, grade…)

Knowledge of Performance: information about the “form” of the movement (“your elbow was too low”, “bend your knees more”…)

Question 4

FORMS OF FEEDBACK

Answer 4

Verbal
Kinematic/Kinetic Visual Displays
Videotape
Augmented Sensory Feedback ‑ Biofeedback

Question 5

What are Kinematic and Kinetic Visual Displays?

Answer 5

Traditional forms of KR can only specify what NOT to do on the next attempt.

Kinematic/Kinetic feedback can provide information about what to do on the next attempt.

Question 6

Kinematic and Kinetic Visual Displays Limitations

Answer 6

Displays can only describe 1‑2 parameters/variables of performance at the same time.
Doesn’t work with real complex movement
Less effective when skill‑to‑be ­learned requires multiple degrees of freedom.

Question 7

Videotape Feedback

Answer 7

Similar considerations to demonstrations!
Effectiveness influenced by:
Skill level of learner
Less effective for novices unless supplemented with verbal cues.
Period of use
Needs to be used over an extended period of time (at least 5 weeks).
Whether supplemented with verbal feedback
Error‑correcting or attentional cues appear to be more effective than KP or KR alone.

Question 8

What is Augmented Sensory Feedback?

Answer 8

Display of internal physiological events
For example: muscle activity, force generation, movement of the center of mass.
Usually presented in visual or auditory form.
Often more immediate and accurate than that provided by clinician/ instructor.

Question 9

Guiding Principles for Augmented Sensory Feedback

Answer 9

Patient must understand relationship between signal presented and task to‑be­ performed.
Practice at controlling the signal combined with positive reinforcement is important.
Limit use in early stages to manageable time periods.
Once introduced, device should be used until task is learned.

Question 10

PRECISION OF AUGMENTED FEEDBACK

Answer 10

As precision of feedback increases so too should time provided to process the information.

Novice performers should receive less precise feedback vs. intermediate performers.

More general information about the learner’s performance is more desirable in the early learning stages.

Question 11

FREQUENCY OF AUGMENTED FEEDBACK

Answer 11

Traditional view that “the more KR the better” is no longer acceptable.

Retention tests indicate that recall is superior when the frequency of the KR is reduced during acquisition.

Question 12

Augmented Frequency Types

Answer 12

Fading‑Frequency
Bandwidth
Reversed Bandwidth Summary
Average

Question 13

WHAT IS FADING-FREQUENCY OF KR SCHEDULE?

Answer 13

Fading Frequency (F‑F) schedule differs from a relative frequency of KR schedule in that KR is not given after a certain number of trials.

A schedule in which a higher frequency of KR is provided early in acquisition and then reduced during the later stages.

Retention of groups receiving F‑F schedule vs. KR after every trial (100%KR) found to be superior.

Question 14

WHAT IS BANDWIDTH KR SCHEDULES?

Answer 14

Alternative schedule designed to reduce the relative frequency of the KR.
Augmented feedback is only provided if errors in performance is within a certain range.
The KR serves both an informational and motivating/ reinforcing function.
Learner interprets absence of KR after a practice attempt as satisfactory performance.
Reversed schedules provide KR when learner is performing outside a given range of error. Produces a higher frequency of KR schedule.

Question 15

WHAT IS SUMMARY KR SCHEDULE?

Answer 15

Involves withholding feedback for a given number of practice attempts.

Describes the outcome of performance on each of the no feedback practice trials.

Differs from relative frequency of KR schedule in terms of amount of information provided to learner.

Optimal summary KR length likely to be influenced by the complexity of the task to‑be­learned and the skill level of the learner.
Negatively affect performance but enhance learning.

Question 16

WHAT IS AVERAGE KR?

Answer 16

May constitute a more useful feedback schedule vs. summary KR schedule.

Following a fixed number of practice attempts, feedback is provided that summarizes the performance over the previous no KR trials.

Both summary KR and Average KR schedules produce similar levels of response consistency during a retention test.

Average KR schedule better matches constraints of a “real” learning environment.

Question 17

Guidance Hypothesis

Answer 17

The presentation of KR has both beneficial and detrimental effects on learning.

Practice conditions in which high frequencies of KR are provided lead to overdependence on external feedback.

Low frequency KR schedules foster problem‑solving skills and are less likely to overload the learner.

Question 18

Consistency Hypothesis

Answer 18

Alternative explanation of learning benefits associated with bandwidth and F‑F feedback conditions.

Learners who receive high frequencies of feedback tend to continually adjust their performance.

These constant short‑term corrections prevent learners from developing a stable plan of action.

Question 19

SELF-REGULATED (CONTROLLED) AUGMENTED FEEDBACK SCHEDULES

Answer 19

In self-regulated (controlled) augmented feedback schedules, learners decide when they will receive feedback.

People who have more control over their learning will process the skill-related information more deeply and also be more motivated to learn the skill.

Question 20

TIMING OF KNOWLEDGE OF RESULTS

Answer 20

KR Delay Interval ‑ period of time between the completion of a practice attempt and the presentation of feedback.

Very short delay intervals provide insufficient time to process the internally generated performance‑related feedback or, engage in error detection/ correction activities.

Longer delay intervals coupled with error estimation leads to better retention and performance when no feedback is available.