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1.
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
2.
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
3.
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
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 study crossed three knowledge of results summarizing techniques (single-trial KR, summary KR, and average KR) with two spacing conditions (KR on every fifth trial-20%- and KR on every trial-100%). Participants (n = 10 per group) performed 80 acquisition trials of a ballistic movement task involving both a temporal and spatial goal, followed by 30 immediate (10 min) and 30 delayed (2 days) no-KR transfer trials. For the spatial goal, performance was less accurate (absolute constant error) for the 20% spacing condition than the 100% condition during acquisition, but more accurate during delayed transfer. No effects were significant for variable error. For the temporal goal, performance was more accurate for the summary and average conditions than the single-trial KR condition; however, this effect was only present within the 20% spacing condition and only during Block 1 of acquisition. A similar effect held for variable error as well, except that the effect persisted for acquisition and transfer. It was concluded that the spacing of KR is more influential in promoting spatial accuracy than the summarizing of KR. 相似文献
6.
Two experiments were conducted to further examine the effects of reduced knowledge of results (KR) frequency on the learning of motor skills during constant practice. In Experiment 1, participants in five KR conditions (100% KR, 50% KR-fade, 50% KR-reverse fade, 50% KR-alternative, and 50% KR-random) practiced a movement timing task. In Experiment 2, participants in two KR conditions (100% KR and 50% KR-fade) practiced a waveform reproduction task. The results of both experiments failed to indicate that reduced KR frequency was more effective in promoting learning than the 100% KR conditions. The present study adds to the increasing number of experiments that do not find a benefit of reduced KR frequency on learning in constant practice. 相似文献
7.
Jerry R. Thomas Beverly Mitchell Melinda A. Solmon 《Research quarterly for exercise and sport》2013,84(4):687-698
In motor skill performance and retention the complexity of knowledge of results should interact with the child's processing rate. This rate has been demonstrated to increase with age. Two experiments were designed to assess this hypothesis. In Experiment 1, 30 7-year-old and 30 10-year-old boys were randomly assigned within age level to three knowledge of results (KR) conditions: no KR, general KR, and precise KR. Performance was assessed on a vertical positioning task at two angles, 60° and 100°, for 10 performance trials. The preciseness of KR interacted with age and the degree of the angle, indicating that at the more difficult angle (60°) preciseness may have been detrimental to the performance of the 7-year-olds but beneficial to the 10-year-olds. At the easier angle (100°), precise KR improved performance for both age groups. In Experiment 2, 27 second-grade and 27 fourth-grade children were randomly assigned within age groups to the same three levels of KR preciseness. A horizontal curvilinear positioning task was used as the motor task and subjects were given 40 acquisition and 19 KR withdrawal trials. Results suggested that while KR was better than no KR during learning, the level of KR preciseness was of minor importance. However, the preciseness of KR during acquisition was of considerable value after KR was withdrawn (retention phase). The older children were able to use more precise KR to form a perceptual trace more resistant to forgetting, while the younger children were unable to use the additional information contained in precise KR. 相似文献
8.
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
9.
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
10.
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
11.
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
12.
S A Al-Abood K Davids S J Bennett D Ashford M Martinez Marin 《Journal of sports sciences》2001,19(7):507-520
In the visual perception perspective of observational learning, the manipulation of relative and absolute motion information in visual demonstrations optimally directs learners' search towards appropriate task solutions. We assessed the effect of emphasizing transformational information and removal of structural information using point-light kinematic displays in approximating the model's relative motion patterns. Participants viewed computer-simulated point-light demonstrations or normal video demonstrations before and intermittently throughout 100 acquisition trials with knowledge of results on an underarm modified-dart aiming task. On the next day, all participants performed 20 retention trials without demonstrations. The kinematics of spatial and temporal coordination and control variables were examined relative to the model's action, as well as performance scores. The results indicated that approximation of the model's spatial and temporal coordination and control patterns was achieved after observation of either type of demonstrations. No differences were found in movement outcomes. In a second experiment, the effects of manipulating absolute motion information by slow-motion demonstrations were examined relative to real-time demonstrations. Real-time demonstrations led to a closer approximation to the model's spatial and temporal coordination patterns and better outcome scores, contradicting predictions that slow-motion displays convey intact relative motion information. We speculate that the effect of visual demonstration speed on action perception and reproduction is a function of task constraints--that is, novelty or familiarity of relative motion of demonstrated activities. 相似文献
13.
Black CB Wright DL Magnuson CE Brueckner S 《Research quarterly for exercise and sport》2005,76(1):28-41
Three experiments assessed the possibility that a physical practice participant's ability to render appropriate movement timing estimates may be hindered compared to those who merely observed. Results from these experiments revealed that observers and physical practice participants executed and estimated the overall durations of movement sequences similarly and more accurately than those who were not privy to any previous practice. This was true for a case in which (a) the execution demands for the physical practice participant were relatively high when multiple movement sequences were practiced with a consistent relative time structure but different overall durations (Experiment 1) and (b) the execution demands were relatively modest when only a single sequential motor task was learned (Experiment 2). Moreover, this general set of findings remained true for individuals who had previous experience with physical or observational practice, even when timing estimations were made during tests with no execution demands (Experiment 3). Thus, executing a movement sequence does not appear to interfere with the development of a learner's subjective evaluation of overall timing performance. Specifically, these data provided evidence that recognizing error in movement timing can be accomplished via observation, and, more generally, they add to the growing evidence supporting the claim that observational practice is a legitimate method facilitating the acquisition of sequential movement behaviors. 相似文献
14.
Abstract The effects of the informational and motivational components of a model's demonstration on motor performance were investigated. A secondary aim was to examine the effects of observer sex on observational learning. Male and female fifth- and sixth-grade students (N = 80) were compared under four conditions comprising the presence or absence of informational and/or motivational cues using the Bachman ladder-balance task. Access to informational cues was manipulated by means of a model demonstration. Motivational cues consisted of a model providing subjects with verbal knowledge of results (KR) of model's prior task performance. Results of the Sex × Informational Cues × Motivational Cues (2 × 2 × 2) ANOVA indicated that males had higher average performance scores than females. These differences, however, did not appear to be due to greater modeling by males. Subjects receiving a model demonstration had higher performance scores than subjects not given a model demonstration. The results were interpreted as evidence that the informational component of a model's demonstration is the primary element affecting motor performance. 相似文献
15.
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
16.
通过不同情境中KR时间点适宜值的变化，探讨不同情境因素对自身觉察错误能力形成的影响，以期深入探测运动技能学习中自身觉察错误能力的形成机制。结果显示：只有根据操作情境的任务、个体和环境特征，在适宜的时机提供KR才能促进运动技能学习；KR时间点适宜值不是固定的点，受到诸如任务难度、任务性质、个体技能熟练程度、年龄和视觉反馈等多种情境因素的影响，不断发生变化和波动，并且在不同情境中KR时间点适宜值的变化，可以间接反映该情境中个体自身觉察错误能力形成和发展状况；运动技能学习中，个体自身觉察错误能力的形成受到任务复杂程度、任务性质、个体技能熟练程度、年龄、视觉反馈等情境因素影响。 相似文献
17.
Al-Abood SA Bennett SJ Hernandez FM Ashford D Davids K 《Journal of sports sciences》2002,20(3):271-278
We assessed the effects on basketball free throw performance of two types of verbal directions with an external attentional focus. Novices (n = 16) were pre-tested on free throw performance and assigned to two groups of similar ability (n = 8 in each). Both groups received verbal instructions with an external focus on either movement dynamics (movement form) or movement effects (e.g. ball trajectory relative to basket). The participants also observed a skilled model performing the task on either a small or large screen monitor, to ascertain the effects of visual presentation mode on task performance. After observation of six videotaped trials, all participants were given a post-test. Visual search patterns were monitored during observation and cross-referenced with performance on the pre- and post-test. Group effects were noted for verbal instructions and image size on visual search strategies and free throw performance. The 'movement effects' group saw a significant improvement in outcome scores between the pre-test and post-test. These results supported evidence that this group spent more viewing time on information outside the body than the 'movement dynamics' group. Image size affected both groups equally with more fixations of shorter duration when viewing the small screen. The results support the benefits of instructions when observing a model with an external focus on movement effects, not dynamics. 相似文献
18.
Mark A. Guadagnoli PhD Lanie A. Dornier Richard D. Tandy 《Research quarterly for exercise and sport》2013,84(2):239-248
Abstract Because manipulations of knowledge of results (KR) are critical to motor learning, researchers have attempted to establish an optimal length for summary KR. Experiment 1 of the present study investigated the option that optimal summary length may be dependent on a subject's task-related experience. Participants in a summary 1, 5, or 15 condition practiced a simple striking task for one session on three consecutive days with each day followed by a 24-hour no KR retention test. The retention test results indicated that optimal summary length is dependent on task-related experience. Experiment 2 investigated the nature of the relationship between task-related experience and complexity and optimal summary length (summary 1, 5, or 15). Again, striking tasks (simple and complex) were used. There was one practice session with either a simple or complex striking task for either novice or experienced performers, followed by a 24-hour no KR retention test. Data from the two experiments suggest that task complexity and performer experience interact in determining optimal summary length. 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.
Saleh A. Al-Abood Simon J. Bennett Francisco Moreno Hernandez Derek Ashford Keith Davids 《Journal of sports sciences》2013,31(3):271-278
We assessed the effects on basketball free throw performance of two types of verbal directions with an external attentional focus. Novices ( n = 16) were pre-tested on free throw performance and assigned to two groups of similar ability ( n = 8 in each). Both groups received verbal instructions with an external focus on either movement dynamics (movement form) or movement effects (e.g. ball trajectory relative to basket). The participants also observed a skilled model performing the task on either a small or large screen monitor, to ascertain the effects of visual presentation mode on task performance. After observation of six videotaped trials, all participants were given a post-test. Visual search patterns were monitored during observation and cross-referenced with performance on the pre- and post-test. Group effects were noted for verbal instructions and image size on visual search strategies and free throw performance. The 'movement effects' group saw a significant improvement in outcome scores between the pre-test and post-test. These results supported evidence that this group spent more viewing time on information outside the body than the 'movement dynamics' group. Image size affected both groups equally with more fixations of shorter duration when viewing the small screen. The results support the benefits of instructions when observing a model with an external focus on movement effects, not dynamics. 相似文献