Lecture 17b&c, Augmented Feedback (2)

Question 1

2-ways to measure feedback frequency to assess how often to give feedback

Answer 1

1. absolute frequency
   total number of feedback presentations
   - if you did 12 trials and you give feedback on 6 trials, the absolute frequency would be 6 where relative frequency is 50%
2. relative frequency
   % of trials in which FB given

Question 2

During practice, Alice’s figure skating coach records a video of her performing multiple attempts of a layback spin. If Alice performs a total of 25 attempts, but her coach only shows her video feedback following 5 different trials:
* what is the absolute feedback frequency?
* what is the relative feedback frequency?

Answer 2

5 and 20%

Question 3

Guidance hypothesis relates to a failure to properly process intrinsic feedback

Answer 3

guidance hypothesis: “learner can become dependent on augmented feedback if it diverts attention away from discovering how to accomplish the task goal in the absence of augmented feedback”
the No-KR retention test is critical for testing for dependency
this can occur if feedback is… (1) provided too frequently, (2) concurrent with performance and (3) provided too quickly after a practice attempt
- when you get augmented feedback/information from a coach or device you are failing to process you own intrinsic natural response to produce information

Question 4

Bandwidth feedback is another method to reduce feedback. Only given when errors outside criterion

Answer 4

• you are only given feedback when it falls out of zone error zone or tolerance (not giving feedback every trial but if you are very far off then it will be given)
• the center is the actual goal (if they are outside boundary of 2cm then feedback is given)
• people end up getting a lot of feedback to start with and as they beginning improving and getting better at task it fades out getting less and less feedback
• they are getting quantitative feedback when they miss but qualitative when they are on target
• would have a much wider bandwidth with novices, would hone it for experts

Question 5

With bandwidth feedback, type & amount of information changes across trials

Answer 5

• if performance falls within bandwidth: assume “correct” (getting qualitative feedback but not getting feedback when you are in the zone)
• if performance falls outside of bandwidth: error magnitude & direction provided (e.g., -5cm, precise)
  also produces a “faded” feedback frequency (information error feedback when you are outside the zone and slowly wean them off it as they get better)
  as performance improves, less likely to make errors outside bandwidth… therefore less likely to receive feedback

Question 6

3-reasons why bandwidth feedback is more effective than feedback every trial

Answer 6

1. results in reduced frequency of feedback, preventing dependency (guidance)
2. frequency of being “correct” increases with practice, potentially increase motivation (by not giving feedback it reinforces that they are correct)
3. increases consistency by limiting “maladaptive” (unnecessary) corrections - if you ask people to do something different perhaps they are not able to make the adaptations it leads to unnecessary corrections which can stop you from stabilizing performance

Question 7

When to give feedback?

Answer 7

concurrent (with performance) or terminal (after performance) feedback (straight away or wait a while)
- delaying the interval before giving feedback
- if you delay feedback you are giving person time to process their own information and estimate what the consequences were before it is augmented

Question 8

Concurrent feedback (during-movement) works a lot like Physical Guidance

Answer 8

only terminal KP (after-movement feedback) aided learning
- orange is they get physical guidance so their error in acquistion is quite low and the other two is informationally guided (feedback concurrent or one is after movement)
- if you withhold information it can make practicing more challenging but show it is good for learning
- the blue got information at the end of performance their transfer performance maintains good performance whereas the other two show a lot of forgetting

Question 9

Feedback delay interval

Answer 9

if this interval is long then learning is enhanced
longer pre-KR delay interval encourages processing of intrinsic FB, enhancing error detection capabilities
- if we delay giving information it is good for learning

if this interval is short then not enough time to evaluate intrinsic FB

Question 10

Various techniques for alleviating effects of feedback and “guidance”:

Answer 10

• reduced frequency of feedback (p261)
• fading feedback – FB is gradually reduced (p262)
• bandwidth feedback (p262)
• summary feedback (p263) - wait 5 trials and then give summary
• terminal feedback vs. concurrent (p266-269)
• increase KR delay (p269-272)
• self-control of FB: choose when to get FB (top p257) - giving control over feedback (participants
  often want feedback for reinforce and motivation) - by default you have to engage in effortful, cognitive process