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KPER 2700 > chapter 11 - augmented feedback > Flashcards

chapter 11 - augmented feedback Flashcards

1
Q

inherent feedback

A

information provided as a natural consequence of making an action
-proprioception, vestibular, visual

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2
Q

augmented feedback

A
  • extrinsic feedback

- info form the measured performance outcome that is fed back to the learner by some artificial means

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3
Q

knowledge of results (KR) - def

A
  • type of augmented feedback

- info about the success of the action with respect to the environmental goal

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4
Q

what are the two types of augmented feedback

A

1) KR

2) KP

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5
Q

why do learners NEED some form of KR?

A

if you don’t know whether you achieved desired state, you can’t modify movement (comparator)

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6
Q

knowledge of performance (KP) - def

A
  • kinematic feedback

- augmented info about the movement pattern the learner has just made

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7
Q

what are the 3 similarities between KR and KP

A

1) verbal (or verbalized)
2) augmented
3) provided after movement (usually)

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8
Q

what are the 4 differences between KR and KP

A

1) KR - info about goal outcome; KP - info about movement pattern
2) KR - often redundant with inherent feedback; KP - usually distinct from inherent feedback
3) KR - usually provided as a score; KP - usually kinematic info
4) KR - often used in lab research; KP - provided in everyday activities

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9
Q

what are 4 functions of augmented feedback?

A

1) motivation
2) attentional focus
- external
3) information
- what learner doesn’t otherwise have
4) dependency
- not good

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10
Q

how does augmented feedback help motivation?

A

indirectly: relatively frequent feedback helps learner stay engaged

directly: providing feedback after a good trial may be more beneficial than after a bad trial
- telling them what not to do doesn’t tell them what they should do

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11
Q

augmented feedback: information

A
  • feedback relays info
  • helps direct learner’s focus
  • modify future performance
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12
Q

augmented feedback: attentional focus

A
  • external focus beneficial
  • knowledge of results makes us focus externally
  • KP makes us focus internally (using analogies can give KP while still promoting external focus)
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13
Q

augmented feedback: dependency

A
  • learner can use info from instructor to keep errors to a minimum
  • but we also need to develop our own error detecting mechanisms
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14
Q

guidance hypothesis - def

A

the learner can become dependent on augmented feedback, so that he uses this augmented source of info instead of internally generated processes to keep the movement on target
-on a retention test where feedback is removed, performance will decrease

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15
Q

what are 4 modalities of augmented feedback?

A

1) verbal
2) video replay
3) kinematic models
4) biofeedback

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16
Q

what are the two types of verbal KP

A

1) descriptive KP
- what happened
- enough info for most experts
2) prescriptive KP
- what happened AND what to do about it
- best for beginners

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17
Q

precision of feedback - def

A

the level of accuracy with which the feedback describes the movement or outcome

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18
Q

how much precision should you include in feedback?

A
  • dependent on learner’s skill
  • early practice - learner’s errors are so large that precise info doesn’t matter
  • much more precise at higher skill level
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19
Q

biofeedback - def

A
  • feedback about bodily processes

- ex: HR, EMG activity

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20
Q

video feedback is good for beginners

true or false?

A

false, might be too much info

-providing video feedback and giving cues is better (not for beginners)

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21
Q

absolute frequency of feedback vs relative frequency

A
  • absolute: total number

- relative: percentage

22
Q

what are 4 techniques used to reduce feedback frequency?

A

1) faded feedback
2) bandwidth feedback
3) summary/average augmented feedback
4) self-selected frequency

23
Q

blank trials, aka trials without feedback, are ineffective for learning

true or false?

A

false

24
Q

faded feedback - def

A
  • learner is given feedback at high relative frequencies in early practice - guides learner strongly towards movement goal
  • gradual decrease in relative frequency of feedback
25
Q

bandwidth feedback - def

A
  • decision to provide feedback is based on pre-set degree of acceptability of performance
  • learner needs to be aware of the meaning of no feedback
  • size of bandwidth can be adjusted
26
Q

do performance bandwidths lead to better learning

A

yes

27
Q

3 benefits of bandwidth feedback

A

1) faded frequency of feedback
2) indirect feedback about good trials
3) helps stabilize performance

28
Q

summary feedback - def

A

-when feedback of an entire series of trials is summarized to give the most common error

29
Q

in summary feedback, what is the optimal number of trials you should summarize?

A

5

30
Q

how does summary feedback work? (3 ways)

A

1) decreases dependency on feedback
- helps develop own error detecting mechanisms
2) develop more stable movement pattern
3) learners are encouraged to focus on intrinsic feedback

31
Q

average feedback - def

A
  • variant of summary feedback

- average score of multiple trials instead of graphical summary

32
Q

which is more effective? average or summary feedback?

A

average is slightly more effective

33
Q

self-selected frequency feedback - def

A

learner decides when they want feedback

34
Q

why allow self-selected frequency feedback?

A

1) allow learner to engage in problem solving - think and reflect on performance
2) source of motivation - enhance autonomy and independence

35
Q

what do learners tend to do when being given self-selected frequency feedback?

A

1) choose relatively low frequency of feedback
2) choose to fade feedback
3) select feedback on good trials

36
Q

concurrent feedback - def

A

feedback during the ongoing movement

37
Q

feedback delay interval - def

A

interval of time after the completion of movement until feedback is presented

38
Q

post-feedback delay - def

A

interval after the provision of feedback until the next movement starts

39
Q

what are the two types of feedback that can be given during a movement

A

1) concurrent feedback
- verbal, visual, or auditory means
2) physical guidance techniques
- haptic or kinesthetic information is signaled to learner by means of physical restriction
- forced to produce the correct movement

40
Q

what is the problem with concurrent feedback?

A

can lead to dependency

-performance good during practice but worse during retention

41
Q

when is physical guidance feedback useful?

A
  • when in a dangerous situation where error could cause harm

- when using expensive equipment

42
Q

which perform better on a retention test? guidance, concurrent KP, or terminal KP?

A

terminal KP

43
Q

what are the 3 types of feedback that can be provided after a movement?

A

1) instantaneous
2) empty feedback delay intervals
3) filled feedback delay intervals

44
Q

empty feedback delay intervals

A
  • lengthening time interval between movement and feedback
  • can work well if something is being done during interval (ex: asking learner how they think they did)
  • otherwise, no reason to delay
45
Q

instantaneous feedback

A
  • not the same as concurrent feedback
  • not that helpful, can lead to too much guidance
  • detrimental to learning
  • blocks learner from processing inherent feedback
46
Q

filled feedback-delay intervals

A

-when other attention demanding activities occur between a given moment and the feedback

47
Q

what are the two types of filled feedback delay intervals

A

1) intervening activities of a different task

2) intervening activities of the same task

48
Q

filled feedback delay interval: different task

A
  • different motor task
  • different cognitive task

-degrade learning on retention test

49
Q

filled feedback delay interval: same task

A
  • trials delay of feedback: other trials of a given action intervening between movement and its feedback
  • more effective - raises awareness of inherent feedback; error detecting mechanisms
50
Q

why does activity help during KR delay?

A

helps develop the ability to:

  • interpret sensory feedback
  • detect errors
51
Q

negative effects of 100% KR feedback can be reversed if subjects perform an error-estimation procedure during the time interval between movement and KR

true or false?

A

true

KPER 2700 (4 decks)

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