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1.
This experiment investigates the recent proposal of Schmidt, Young, Swinnen, and Shapiro (1989) that summary knowledge of results (KR) improves skill retention. In Schmidt et al.'s experiment, however, summary length varied concomitantly with the frequency of KR presentation. The current investigation held KR presentation frequency constant while manipulating the number of trials seen in the summary KR display. Subjects were required to perform a timing task on a linear slide. Five groups (n = 12) of subjects participated in acquisition trials then in 10-min and 2-day delayed no-KR retention tests. In 4 conditions, subjects completed each acquisition block without any KR, but following each block they received KR on either 15, 7, 3, or 1 of the 15 trials performed in that block. In the final condition subjects received immediate KR. Analysis of the absolute constant error (magnitude of CE) data for acquisition revealed all groups improved with practice and the immediate KR group performed better than all the summary groups which in turn did not differ significantly. Analysis of the magnitude of CE retention data found performance to be worse on the 2-day retention test for all groups. The effect of condition was significant. The 1/1 group had lower error scores than all other groups, which in turn were not significantly different. Analyses of variable error (VE) revealed only that VE decreased with practice. These findings suggest frequency of KR presentation may be the basis for the summary KR effect found by Schmidt et al. (1989). 相似文献
2.
Abstract This study examined the effects of knowledge of results (KR) delay and subjective estimation of movement form on the acquisition and retention of a motor skill. During acquisition, four groups of participants performed 60 trials of a throwing accuracy task under the following conditions: (a) immediate KR, (b) delayed KR, (c) immediate KR + form estimation, and (d) delayed KR + form estimation. Retention tests of throwing accuracy and outcome error estimation in the absence of visual KR were administered 5 min and 24 hours following acquisition. Throwing accuracy was significantly higher during acquisition but significantly lower during retention for immediate-KR participants than for delayed-KR participants. However, participants who estimated their movement form during acquisition produced significantly higher throwing accuracy and lower estimation error during retention than those who did not. 相似文献
3.
Abstract The present experiment investigated the effects of interpolated processing activity (IPA) during the post knowledge of results (KR) interval. The study attempted to correct some of the problems inherent in previous research by using a ballistic timing criterion task and assessing the effects of interpolated processing activity (IPA) on both acquisition and No KR transfer trials. To insure that the efficacy of the IPA manipulation, a paced task was used and performance was assessed. Two levels of post-KR delay (5 and 10 s) were factorially combined with two levels of IPA (IPA or No IPA) to yield four experimental groups. Each subject completed 30 KR acquisition trials and 20 No KR transfer trials. Interresponse interval was held constant. In contrast to many previous studies, IPA interfered with the subjects' ability to learn and perform the criterion movement time of 150 ms. Both the memory trace and the perceptual trace were similarly affected. The detrimental effects of IPA on absolute error and objective-subjective error differences found during acquisition persisted during KR withdrawal. 相似文献
4.
采用键盘敲击任务探讨学习者主观估计错误活动、结果反馈时机(knowledge of results,简称KR)对运动技能学习的影响.抽取90名右利手的在校大学生,随机分为:主观估计无KR组、主观估计及时KR组、主观估计延迟KR组,算术活动无KR组,算术活动及时KR组,算术活动延迟KR组(组间性别均衡设计).主观估计错误活动组在练习间以口头报告的形式评估自己刚才操作总时间的误差,算术活动组按照实验员的要求进行数字算术口头运算.无KR组不提供KR,及时KR组在主观估计错误活动或算术活动后即刻获得KR,延迟KR组则延迟4s获得KR.第1-2天,6组受试者在各自的条件下分别练习,每天练习108次.第3天,练习后,休息10min,使用原任务进行保持测试10次,要求受试者每次测试后口头报告自己操作的总时间.第4天,使用原任务进行保持测试10次,要求受试者每次测试后口头报告自己操作的总时间.结果显示:(1)练习后从事主观估计错误活动,并能及时获得KR的学习者,保持测试的绩效最好;(2)主观估计错误活动影响提供KR的适宜时机. 相似文献
5.
The present experiment examined the learning effects of participants self-controlling their receipt of knowledge of results (KR) on all or half of their acquisition trials (50%). For participants who were provided 50% self-control, the first half of their acquisition period consisted of receiving KR on all trials, or according to a faded-KR schedule. Participants practiced a sequential timing task. The results showed that independent of practice condition, participants who self-controlled their KR during the acquisition period demonstrated superior performance compared to the respective yoked conditions in the retention and transfer portion of the experiment. These results extend previous research by suggesting that decreasing the proportion of self-control trials does not compromise learning in a self-controlled context. 相似文献
6.
Jae T. Patterson Michael Carter Elizabeth Sanli 《Research quarterly for exercise and sport》2013,84(4):624-633
The present experiment examined the learning effects of participants self-controlling their receipt of knowledge of results (KR) on all or half of their acquisition trials (50%). For participants who were provided 50% self-control, the first half of their acquisition period consisted of receiving KR on all trials, or according to a faded-KR schedule. Participants practiced a sequential timing task. The results showed that independent of practice condition, participants who self-controlled their KR during the acquisition period demonstrated superior performance compared to the respective yoked conditions in the retention and transfer portion of the experiment. These results extend previous research by suggesting that decreasing the proportion of self-control trials does not compromise learning in a self-controlled context. 相似文献
7.
错误结果反馈对追踪任务学习迁移的影响 总被引：1，自引：0，他引：1
采用电脑追踪任务探讨错误结果反馈(KR)对运动技能学习迁移的影响.抽取在校大学生,随机分为正确KR组、错误KR组、混合KR组(组间性别均衡设计).在第1-3 d,3组受试者练习时分别获得正确的KR、错误的KR,或者获得25次正确KR后,再获得25次错误KR.正确的KR是每次追踪误差的毫秒数,错误的KR则是正确KR数值+10 mm.在第4 d,3组受试者分剐在无KR的条件下,用原任务进行保持测试10次,之后再操作两个迁移任务各10次.显示:KR在一致性时机任务和电脑追踪任务中的作用机理类似,当可以获得KR时,学习者将它作为觉察和纠正操作错误的信息源:错误KR会带来迁移测试绩效的偏差.提示:学习者形成自身觉察错误能力是运动技能学习的关键,实践工作者应根据运动情境的特点,合理地提供结果反馈,以促进运动技能的学习. 相似文献
8.
Craig A. Wrisberg J. Herbert Paul Michael R. Ragsdale 《Research quarterly for exercise and sport》2013,84(4):699-708
The effect of subject gender and knowledge of results (KR) on receptor anticipation (Poulton, 1957) was investigated. Twenty trials were given in which subjects (N = 80) attempted to time a preferred-hand button press response coincident with the lighting of the last of a series of runway lights illuminating in a pattern of apparent motion of 9 mph. Half of the subjects received quantitative KR after each trial and half performed without KR. Each group contained 20 males and 20 females. Mean absolute error, mean algebraic error, and variable error were calculated for each subject on the block of trials 2 to 5 and on the three subsequent 5-trial blocks. The dependent measures were then analyzed by means of separate 2 × 2 × 4 (Gender × KR × Blocks) ANOVAs with repeated measures on the last factor. The results indicated that the receptor anticipation of males was more accurate and less variable than that of females, and KR did not influence the accuracy of anticipations but was associated with higher intravariability. Sociocultural and physiological explanations for sex differences in receptor anticipation are discussed. 相似文献
9.
年龄对结果反馈时间点适宜值的影响 总被引：1，自引：1，他引：0
采用二维轨迹追踪任务探讨年龄对结果反馈(KR)时间点适宜值的影响。抽取150名右利手的18～22岁、35～39岁、60～64岁各50人,分为3组(每组男女各25名)。三组受试者分别在5种KR反馈条件下,练习两维轨迹追踪任务3天,每天练习30次。第3天练习结束后休息10min,3组受试者进行无KR保持测试。一天后,再进行无KR的保持测试。结果显示:(1)年龄影响延迟KR在运动技能学习中的作用;(2)年龄与KR时间点适宜值存在相互作用,随着个体年龄的增长,年龄与KR时间点适宜值之间呈现U型关系,即延迟4s提供KR利于中年组个体自身觉察错误能力的形成,而即刻提供KR利于青年组和老年组个体自身觉察错误能力的形成。以上结果还提示,自身觉察错误能力形成发展的趋势与个体生长发育的规律相吻合。 相似文献
10.
Reduced feedback during practice has been shown to be detrimental to movement accuracy in children but not in young adults. We hypothesized that the reduced accuracy is attributable to reduced movement parameter learning but not pattern learning in children. A rapid arm movement task that required the acquisition of a motorpattern scaled to specific spatial and temporal parameters was used to investigate the effects of feedback (FB) frequency (100% vs. 62% faded) on motor learning differences between 19 school-age children and 19 young adults. Adults and children practiced the task for 200 trials under the 100% or faded FB condition on day 1 and returned on day 2 for a no-FB retention test. On the retention test, children who practiced with reduced feedback performed with greater temporal parameter errors, but not pattern error than children who received frequent feedback. Motor skill learning in children is influenced byfeedback frequency during practice that affects parameter learning but not pattern learning. 相似文献
11.
Abstract Previous investigations regarding activity during the post-knowledge of results (KR) interval have considered the performance of interference groups over KR-supplied acquisition trials as indicative of effects upon learning. The absence of transfer tests in these studies, however, preclude such an assumption. Indeed, the use of a retention test in the present investigation (no-KR trials following an interpolated phase) provided evidence suggesting that, while activity during the post-KR interval is detrimental to performance, no such assumption can be made regarding this effect upon learning. These findings are discussed relative to recent arguments that some of the commonly accepted “Laws of KR” may be contradictory when applied simultaneously to motor learning and performance. 相似文献
12.
Bruce Simons-Morton Nancy M. O'hara Denise Simons-Morton Guys Parcel 《Research quarterly for exercise and sport》2013,84(2):177-179
The purpose of this experiment was to determine whether a faded knowledge of results (KR) frequency during observation of a model's performance enhanced error detection capabilities. During the observation phase, participants observed a model performing a timing task and received KR about the model's performance on each trial or on one of two trials. Delayed retention and transfer tests were used to assess the observer's ability to detect error in the model's performance and in the participant's performance while physically practicing the task. Results indicated a beneficial effect of a reduced KR frequency for performance stability and the ability to detect errors in both the model and the participant's own performance. The results suggest that aspects of the processing mechanism(s) developed in observational learning and related to KR are probably similar to those developed through physical practice. 相似文献
13.
The purpose of this experiment was to determine whether a faded knowledge of results (KR) frequency during observation of a model's performance enhanced error detection capabilities. During the observation phase, participants observed a model performing a timing task and received KR about the model's performance on each trial or on one of two trials. Delayed retention and transfer tests were used to assess the observer's ability to detect error in the model's performance and in the participant's performance while physically practicing the task. Results indicated a beneficial effect of a reduced KR frequency for performance stability and the ability to detect errors in both the model and the participant's own performance. The results suggest that aspects of the processing mechanism(s) developed in observational learning and related to KR are probably similar to those developed through physical practice. 相似文献
14.
Hui-Ting Goh Shailesh S. Kantak Katherine J. Sullivan 《Research quarterly for exercise and sport》2013,84(2):346-352
Reduced feedback during practice has been shown to be detrimental to movement accuracy in children but not in young adults. We hypothesized that the reduced accuracy is attributable to reduced movement parameter learning, but not pattern learning, in children. A rapid arm movement task that required the acquisition of a motor pattern scaled to specific spatial and temporal parameters was used to investigate the effects of feedback (FB) frequency (100% vs. 62% faded) on motor learning differences between 19 school-age children and 19 young adults. Adults and children practiced the task for 200 trials under the 100% or faded FB condition on Day 1 and returned on Day 2 for a no-FB retention test. On the retention test, children who practiced with reduced feedback performed with greater temporal parameter errors, but not pattern error, than children who received frequent feedback. Motor skill learning in children is influenced by feedback frequency during practice that affects parameter learning but not pattern learning. 相似文献
15.
Pentti Teräslinna 《Research quarterly for exercise and sport》2013,84(1):154-156
To assess the role of qualitative knowledge of results (KR) in children's motor learning, four-year-old subjects performed a linear positioning task. Children were divided into three groups, each varying on KR precision. A significant reduction in variable error (p < .05) over trials seemed to indicate that children can utilize KR to become more consistent in learning. No significant differences were found among the three KR groups; however, the most precise KR condition tended to show fewer errors than the least precise KR condition. Some recommendations for future research are discussed. 相似文献
16.
Summary knowledge of results (KR) involves delaying the presentation of KR until a predetermined number of trials has been completed. Schmidt, Young, Swinnen, and Shapiro (1989) found an optimal summary length of 15 trials (compared to 1, 5, and 10) and Schmidt, Lange, and Young (1990) found an optimum length of 5 trials (compared to 1, 10, and 15) for 1 and 2 kinematic degree of freedom timing tasks, respectively. Experiment 1 was designed to determine the optimal summary length for learning a simple isometric force production task. The results indicated better retention for the 16-trial summary than for 8- or 1-trial summaries. Experiment 2 was an initial attempt to determine the locus of the 16-trial summary effect. Specifically, Experiment 2 focused on the role played by both the information provided in the summary presentations and the practice per se of the first 14 trials in the 16-trial block. The results suggest KR is important to ensure response stability. However, it also appears important to restrict the subject's immediate utilization of KR. This latter requirement may potentially aid the parameterization process, resulting in a reduction in response bias. 相似文献
17.
John S. Croucher 《Research quarterly for exercise and sport》2013,84(3):285-288
Abstract Summary knowledge of results (KR) involves delaying the presentation of KR until a predetermined number of trials has been completed. Schmidt, Young, Swinnen, and Shapiro (1989) found an optimal summary length of 15 trials (compared to 1, 5, and 10) and Schmidt, Lange, and Young (1990) found an optimum length of 5 trials (compared to 1, 10, and 15) for 1 and 2 kinematic degree of freedom timing tasks, respectively. Experiment 1 was designed to determine the optimal summary length for learning a simple isometric force production task. The results indicated better retention for the 16-trial summary than for 8- or 1-trial summaries. Experiment 2 was an initial attempt to determine the locus of the 16-trial summary effect. Specifically, Experiment 2 focused on the role played by both the information provided in the summary presentations and the practice per se of the first 14 trials in the 16-trial block. The results suggest KR is important to ensure response stability. However, it also appears important to restrict the subject's immediate utilization of KR. This latter requirement may potentially aid the parameterization process, resulting in a reduction in response bias. 相似文献
18.
Abstract The purpose of this study was to determine the usefulness of the components of a knowledge of results (KR) statement for organizing response correction. Forty-eight subjects learned to move a handle to a criterion location on a linear positioning apparatus. Error direction and distance components of the KR statement were manipulated across four independent groups. Two 4 × 15 Analyses of Variances were calculated on absolute error (AE) and constant error (CE) scores. The groups main effect, trials main effect, and the interaction groups × trials effect were significant for both analyses. Groups receiving directional information were more accurate in error correction than was the distance only group. Manipulation of distance information also influenced error correction on the initial trials. The results were interpreted as an indication that the learner's initial error corrections are based on directional information and that the distance of the error information which initially lacks meaning interferes with initial response accuracy. 相似文献
19.
Recent studies (Chiviacowsky & Wulf, 2002, 2005) have shown that learners prefer to receive feedback after they believe they had a "good" rather than "poor" trial. The present study followed up on this finding and examined whether learning would benefit if individuals received feedback after good relative to poor trials. Participants practiced a task that required them to throw beanbags at a target with their nondominant arm. Vision was prevented during and after the throws. All participants received knowledge of results (KR) on three trials in each 6-trial block. While one group (KR good) received KR for the three most effective trials in each block, another (KR poor) received feedback for the three least effective trials in each block. There were no group differences in practice. However the KR good group showed learning advantages on a delayed retention test (without KR). These results demonstrated that learning is facilitated if feedback is provided after good rather than poor trials. The findings are interpreted as evidence for a motivational function of feedback. 相似文献
20.
Recent studies (Chiviacowsky & Wulf, 2002, 2005) have shown that learners prefer to receive feedback after they believe they had a “good” rather than “poor”trial. The present study followed up on this finding and examined whether learning would benefit if individuals received feedback after good relative to poor trials. Participants practiced a task that required them to throw beanbags at a target with their nondominant arm. Vision was prevented during and after the throws. All participants received knowledge of results (KR) on three trials in each 6-trial block. While one group (KR good) received KR for the three most effective trials in each block, another (KR poor) received feedback for the three least effective trials in each block. There were no group differences in practice. However, the KR good group showed learning advantages on a delayed retention test (without KR). These results demonstrated that learning is facilitated if feedback is provided after good rather than poor trials. The findings are interpreted as evidence for a motivational function of feedback. 相似文献