Feedback and Goals Flashcards
Cognitive or Novice Stage
Need assistance to detect errors
Associative or Advanced Stage
Can error detect
Autonomous or Expert Stage
Can error detect and correct
Why do we need to give feedback
Motivate or energize
Reinforce
Inform (descriptive of their errors, prescriptive of how to correct them)
What types of feedback are there
Intrinsic
Extrinsic
Intrinsic Feedback
Inherent through movement
Somatosensory or visual information - auditory, tactile
Indications about accuracy, success
Extrinsic Feedback
Augmented feedback
Supplemental information
May be verbal, visual, or manual
When to use augmented feedback
Depends
Can be harmful too so need to be aware
How to give augmented feedback
usable and interpretable
Prioritize - skill analysis, invariants/coordination of task, parameters of control
Knowledge of Results (KR)
Outcome of movement related to the goal
- objective/measurable
- general movement goal early learning
- precise quantitative later learning
- Motivational, can guide temporary performance
Knowledge of Performance (KP)
Relative movement pattern to achieve the goal
Qualitative
May cue attention or organization of action for early learner
Refines coordination or technique for later learning
Provide KP upon request (instruct patient to ask)
Schedule - the when
Concurrent
Terminal
Delay
Concurrent (when)
while they are making the mistake - beginners you would need to be sure they stop though cuz may not multi task well - they need help with error detection
Terminal (when)
Occurs after the event or set of trials
Is more of a summary after a few trials
Delay (when)
Time for self assessment (practice error detection and estimation)
Do no fill with another task/skill
Frequency (how often for feedback)
NOT 100% of the time
Intermittent to fading
Bandwidth
Self-selected
Intermittent to fading
Decrease dependency on FB
Dec frequency will inc retention
Bandwidth
Only when needed
At the extremes
Tie to certain range of performance
Self-Selected
Based on learner’s request
They ask for it
Tends to fade
Guidance Hypothesis
Directing attn externally; not interpreting
AF becomes part of memory representation
Become more dependent, less problem solving
Consistency Hypothesis
Movement is more variable when FB given every trial; ultimately movement is less stable
Goals - consider
regulatory/non-regulator aspects
Consider feedback available/required
