Week 7.2 - Feedback and Learning Flashcards
what is the basis for the beneficial effect of random practice?
contextual interference
1. elaborative process hypothesis
2. forgetting and reconstruction hypothesis
3. the effect of models
serial practice in acquisition
similar to random practice
serial practice in retention
get benefit of random practice due to non-repetativeness
what does the serial practice result mean for interpreting the benefits of random practice?
since serial is similar to random, but is predictable, repetitiveness must be the best for learning
feedback
- can be inherent (or intrinsic)
- can be augmented (or extrinsic)
inherent feedback
- sensory feedback that we receive about our action outcomes
- sometimes inherent feedback needs no processing at all
- sometimes we need to learn how to evaluate feedback
examples of sensory feedback we receive about our actions
- a diver who enters the water wrong can feel the sting on their back
- basketball players can call “off” as the shot leaves their hand
learning how to evaluate feedback
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)
example of inherent feedback needing no processing at all
seeing the ball miss the net
augmented feedback
feedback that is provided that supplements inherent feedback
example of augmented feedback
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
augmented feedback subgroups
- concurrent vs terminal feedback
- immediate vs delayed feedback
- accumulated vs distinct feedback
- verbal vs non-verbal
concurrent vs terminal feedback
concurrent: presented during the movement
terminal: presented at the end when the movement is complete
example of concurrent feedback
google maps
example of terminal feedback
scores for dancing with the stars
immediate vs delayed feedback
immediate: feedback presented immediately after the action
delayed: feedback is presented at some time after the movement
example of immediate feedback
coach gives basketball player feedback after each free throw
example of displayed feedback
coach gives soccer player feedback after a soccer game
accumulated vs distinct feedback
accumulated: feedback that represents a group of performances aggregated
distinct: feedback that represents each performance separately
example of accumulated feedback
sum of all performances when shooting a dart, then average and give a score (mean CE)
example of distinct feedback
feedback after every trial of shooting a dart (CE)
verbal vs non-verbal feedback
Knowledge of results (KR)
knowledge of results (KR)
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”)
what does KR give feedback on?
KR is not feedback about the movement itself, but is feedback about whether or not you achieved the goal
- MOVEMENT OUTCOME
Knowledge of results feedback
verbalizable, terminal, augmented feedback about goal achievement
knowledge of performance (KP)
augmented feedback about the movement pattern
“elbows in”
what is KP directed at?
- correcting movement patterns and form
- feedback about the movement itself
- not concerned with the movement outcome
feedback
information that can be used to modify performance
feedback information processing theories
viewed feedbacks role as strictly computational
- too narrow to describe all the feedback results
aspects of feedback
- motivational aspects of feedback
- attentional focus aspects of feedback
motivational aspects of feedback
constantly told you’re off so they have a decrease in performance
attentional focus aspects of feedback
whether they can process feedback, if its presented too early, etc.
augmented feedback hypothesis
hard to know what type of feedback to provide in a natural setting
what skills are used for feedback based research
closed skills with a difficult or novel component
feedback based research
manipulate type and timing of feedback to see how it effects learning
what feedback is used to assess learning
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
a KR manipulation that has only an effect during acquisition is known as what variable?
a performance variable
a KR manipulation that has only an effect during retention and transfer is known as what variable?
a learning variable
what does KR effect?
learning and performance
bilodeau, bilideau and schumsky (1959)
looked at the effect different amount of KR has on performance and learning
bilodeau, bilodeau and schumsky (1959) results
people who no KR had same effect on performance as people with KR after every trial
- these results are not that clear
what is the most common form of KP using in high performance sport setting
video feedback or film sessions
video feedback
evidence suggests that video feedback is only helpful if accompanied by error correcting cues
effect of video performance
increase in performance with video feedback and correcting cues - best way to provide feedback about the movement
example of video feedback
help gymnast when they’re landing by showing how to correct it with correcting cues
kinematic feedback
can inform learners of aspects of the movement that are difficult to perceive (position, velocity, etc.)
example of kinematic feedback
telling a skater to increase velocity to 60 ms (hard to perceive what it would look like)
what may the effectiveness of kinematic feedback depend on?
the tasks goal
what tasks are kinematic feedback typically effective for?
- drawing tasks
- tasks where the quality of the movement is the task goal
kinetic feedback
providing feedback about the forces that generate motion (force, torque, acceleration)
- feedback the nervous system uses
what was thought to be the most “natural” form of feedback?
kinetic feedback
why is kinetic Kp effective for learning?
easier to correct a variable that the participant can control
howel 1956 study description
examined the impact of kinetic KP on track athlete starts
- provided feedback of the force-time curve applied to blocks to the experimental group
howel 1956 results
participants who received kinetic KP showed significant improvements in force application
- performance became more like what the coach wanted
when is feedback typically presented?
when performance falls outside of a “zone’’ or bandwidth
tighter bandwidth
more precise feedback
larger bandwidth
less precise feedback
sherwood 1988 study description
- examined performance on rapid elbow flexion task (goal was to achieve a movement time of 200 ms)
- KR was given in 3 frequencies
- every trial
- if they were 5% outside the bandwidth (BW5)
- if they were 10% outside the bandwidth (BW10)
- measures absolute CE, VE, and total error
sherwood 1988 results
the group who performed best had the largest bandwidth (BW10) and lowest VE and total error
lee ans carhahan, 1980 study description
used a yoked design to further investigate the effect of KR on performance
yoked design
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)
why did the group with largest feedback (BW10) perform best even though they received les precise feedback?
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)
reference of correctness
another performance -learning paradox
bilodeau and bilodeau, 1958
knob-turning task performed without vision
winstein and schmidt, 1990 study design
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
winstein and schmidt, 1990 graph explaination
- very little difference in performance in acquisition
- group receiving less feedback (50%) performed better in R+T
why did the 50% group perform better learning in winstein and schmidt, 1990?
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
the role of no-feedback trials
- better performance when KR is different or unavailable (reduced frequency)
- better for learning
fading KR
providing more KR early on and less KR as practice continues to promote learning
what type of feedback is most effective for performance in R+T
less feedback and less precise feedback
timing of KR
most common learning literature refers to the need for immediate KR
immediate KR
correcting someone as soon as they make an error
trial delay
delaying KR about a given trial by a number of trials
summary KR
providing aggregate data about a group of trials
trial delay and summary KR paradigms
delaying feedback and providing summary of feedback promoted better learning rather than giving immediate feedback
immediate vs summary KR lavery, 1962
summary KR performed worse in acquisition but better in R+T
what is KP used for?
to enhance the performance of learning of skills focused on movement quality
what is KR used for?
to improve both performance and learning
when is KR more beneficial?
- 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)
