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KNPE 261 > Week 7.2 - Feedback and Learning > Flashcards

Week 7.2 - Feedback and Learning Flashcards

1
Q

what is the basis for the beneficial effect of random practice?

A

contextual interference
1. elaborative process hypothesis
2. forgetting and reconstruction hypothesis
3. the effect of models

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2
Q

serial practice in acquisition

A

similar to random practice

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3
Q

serial practice in retention

A

get benefit of random practice due to non-repetativeness

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4
Q

what does the serial practice result mean for interpreting the benefits of random practice?

A

since serial is similar to random, but is predictable, repetitiveness must be the best for learning

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5
Q

feedback

A
  1. can be inherent (or intrinsic)
  2. can be augmented (or extrinsic)
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6
Q

inherent feedback

A
  1. sensory feedback that we receive about our action outcomes
  2. sometimes inherent feedback needs no processing at all
  3. sometimes we need to learn how to evaluate feedback
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7
Q

examples of sensory feedback we receive about our actions

A
  1. a diver who enters the water wrong can feel the sting on their back
  2. basketball players can call “off” as the shot leaves their hand
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8
Q

learning how to evaluate feedback

A

need to make sure our body is in the proper position
ex. sensing your knee is bent during a gymnastics skill (learn to process inherent feedback from your body)

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9
Q

example of inherent feedback needing no processing at all

A

seeing the ball miss the net

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10
Q

augmented feedback

A

feedback that is provided that supplements inherent feedback

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11
Q

example of augmented feedback

A

race time display after a 100 meter run
- runner can feel they beat personal best but still need to see the time to make sure they are correct

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12
Q

augmented feedback subgroups

A
  1. concurrent vs terminal feedback
  2. immediate vs delayed feedback
  3. accumulated vs distinct feedback
  4. verbal vs non-verbal
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13
Q

concurrent vs terminal feedback

A

concurrent: presented during the movement
terminal: presented at the end when the movement is complete

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14
Q

example of concurrent feedback

A

google maps

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15
Q

example of terminal feedback

A

scores for dancing with the stars

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16
Q

immediate vs delayed feedback

A

immediate: feedback presented immediately after the action
delayed: feedback is presented at some time after the movement

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17
Q

example of immediate feedback

A

coach gives basketball player feedback after each free throw

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18
Q

example of displayed feedback

A

coach gives soccer player feedback after a soccer game

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19
Q

accumulated vs distinct feedback

A

accumulated: feedback that represents a group of performances aggregated
distinct: feedback that represents each performance separately

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20
Q

example of accumulated feedback

A

sum of all performances when shooting a dart, then average and give a score (mean CE)

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21
Q

example of distinct feedback

A

feedback after every trial of shooting a dart (CE)

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22
Q

verbal vs non-verbal feedback

A

Knowledge of results (KR)

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23
Q

knowledge of results (KR)

A

verbal or verbalizable terminal feedback about the outcome of the movement with respect to the goal
- can be highly specific or variable (“you are close”, “few seconds off”)
- can contain a rewarding component (“very good”)

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24
Q

what does KR give feedback on?

A

KR is not feedback about the movement itself, but is feedback about whether or not you achieved the goal
- MOVEMENT OUTCOME

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25
Q

Knowledge of results feedback

A

verbalizable, terminal, augmented feedback about goal achievement

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26
Q

knowledge of performance (KP)

A

augmented feedback about the movement pattern
“elbows in”

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27
Q

what is KP directed at?

A
  1. correcting movement patterns and form
  2. feedback about the movement itself
    - not concerned with the movement outcome
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28
Q

feedback

A

information that can be used to modify performance

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29
Q

feedback information processing theories

A

viewed feedbacks role as strictly computational
- too narrow to describe all the feedback results

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30
Q

aspects of feedback

A
  1. motivational aspects of feedback
  2. attentional focus aspects of feedback
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31
Q

motivational aspects of feedback

A

constantly told you’re off so they have a decrease in performance

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32
Q

attentional focus aspects of feedback

A

whether they can process feedback, if its presented too early, etc.

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33
Q

augmented feedback hypothesis

A

hard to know what type of feedback to provide in a natural setting

34
Q

what skills are used for feedback based research

A

closed skills with a difficult or novel component

35
Q

feedback based research

A

manipulate type and timing of feedback to see how it effects learning

36
Q

what feedback is used to assess learning

A

performance on no-KR retention and transfer
- take feedback away and assess performance in retention and transfer tests to tell if the feedback facilitated learning

37
Q

a KR manipulation that has only an effect during acquisition is known as what variable?

A

a performance variable

38
Q

a KR manipulation that has only an effect during retention and transfer is known as what variable?

A

a learning variable

39
Q

what does KR effect?

A

learning and performance

40
Q

bilodeau, bilideau and schumsky (1959)

A

looked at the effect different amount of KR has on performance and learning

41
Q

bilodeau, bilodeau and schumsky (1959) results

A

people who no KR had same effect on performance as people with KR after every trial
- these results are not that clear

42
Q

what is the most common form of KP using in high performance sport setting

A

video feedback or film sessions

43
Q

video feedback

A

evidence suggests that video feedback is only helpful if accompanied by error correcting cues

44
Q

effect of video performance

A

increase in performance with video feedback and correcting cues - best way to provide feedback about the movement

45
Q

example of video feedback

A

help gymnast when they’re landing by showing how to correct it with correcting cues

46
Q

kinematic feedback

A

can inform learners of aspects of the movement that are difficult to perceive (position, velocity, etc.)

47
Q

example of kinematic feedback

A

telling a skater to increase velocity to 60 ms (hard to perceive what it would look like)

48
Q

what may the effectiveness of kinematic feedback depend on?

A

the tasks goal

49
Q

what tasks are kinematic feedback typically effective for?

A
  1. drawing tasks
  2. tasks where the quality of the movement is the task goal
50
Q

kinetic feedback

A

providing feedback about the forces that generate motion (force, torque, acceleration)
- feedback the nervous system uses

51
Q

what was thought to be the most “natural” form of feedback?

A

kinetic feedback

52
Q

why is kinetic Kp effective for learning?

A

easier to correct a variable that the participant can control

53
Q

howel 1956 study description

A

examined the impact of kinetic KP on track athlete starts
- provided feedback of the force-time curve applied to blocks to the experimental group

54
Q

howel 1956 results

A

participants who received kinetic KP showed significant improvements in force application
- performance became more like what the coach wanted

55
Q

when is feedback typically presented?

A

when performance falls outside of a “zone’’ or bandwidth

56
Q

tighter bandwidth

A

more precise feedback

57
Q

larger bandwidth

A

less precise feedback

58
Q

sherwood 1988 study description

A
  1. examined performance on rapid elbow flexion task (goal was to achieve a movement time of 200 ms)
  2. KR was given in 3 frequencies
    1. every trial
    2. if they were 5% outside the bandwidth (BW5)
    3. if they were 10% outside the bandwidth (BW10)
  3. measures absolute CE, VE, and total error
59
Q

sherwood 1988 results

A

the group who performed best had the largest bandwidth (BW10) and lowest VE and total error

60
Q

lee ans carhahan, 1980 study description

A

used a yoked design to further investigate the effect of KR on performance

61
Q

yoked design

A

yoked group receives feedback on the same trials as the bandwidth group does, but it is regardless of performance and therefore different feedback (doesn’t give feedback such as if it above or below bandwidth)

62
Q

why did the group with largest feedback (BW10) perform best even though they received les precise feedback?

A

providing too much feedback does not allow the learner to develop a reference of correctness
(unable to tell if inherent feedback meets goal or not)

63
Q

reference of correctness

A

another performance -learning paradox

64
Q

bilodeau and bilodeau, 1958

A

knob-turning task performed without vision

65
Q

winstein and schmidt, 1990 study design

A

examined the effect of KR - delivered as RMSE on a series of elbow extension and flexion movements
- measured RMSE for a 100% KR group and a 50% KR group and compared retention and transfer performance

66
Q

winstein and schmidt, 1990 graph explaination

A
  1. very little difference in performance in acquisition
  2. group receiving less feedback (50%) performed better in R+T
67
Q

why did the 50% group perform better learning in winstein and schmidt, 1990?

A

many trials of the 50% group had no feedback associated with them so participants were forced to evaluate their inherent feedback in no-feedback trials

68
Q

the role of no-feedback trials

A
  1. better performance when KR is different or unavailable (reduced frequency)
    - better for learning
69
Q

fading KR

A

providing more KR early on and less KR as practice continues to promote learning

70
Q

what type of feedback is most effective for performance in R+T

A

less feedback and less precise feedback

71
Q

timing of KR

A

most common learning literature refers to the need for immediate KR

72
Q

immediate KR

A

correcting someone as soon as they make an error

73
Q

trial delay

A

delaying KR about a given trial by a number of trials

74
Q

summary KR

A

providing aggregate data about a group of trials

75
Q

trial delay and summary KR paradigms

A

delaying feedback and providing summary of feedback promoted better learning rather than giving immediate feedback

76
Q

immediate vs summary KR lavery, 1962

A

summary KR performed worse in acquisition but better in R+T

77
Q

what is KP used for?

A

to enhance the performance of learning of skills focused on movement quality

78
Q

what is KR used for?

A

to improve both performance and learning

79
Q

when is KR more beneficial?

A
  • works better if provided as a larger bandwidth
  • works better if it promotes contrasts with inherent feedback (provided as a summary and not provided immediately after every trial)
80
Q
A

KNPE 261 (10 decks)

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