KNES 371 Chapter 10 Augmented Feedback and Motor Learning

Identify the THREE main types of augmented feedback

- Knowledge of performance - knowledge of results -Augmented Sensory Feedback

Benefits of Kinematic Feedback Displays

- Provides information about what to do on next practice attempt - Benefits limited to single degree of freedom movements

Three things you need to know about Consistency Hypothesis

-Alternative explanation of learning benefits associated with bandwidth and F-F feedback conditions -Learners who receive high frequencies of feedback tend to continually adjust their performance -These constant short-term corrections prevent learners from developing a stable plan of action

What is Bandwidth KR schedules?

-Alternative schedule designed to reduce the relative frequency of the KR -Augmented feedback is only provided if errors in performance is within a certain range -The KR serves both an informational and motivating/reinforcing function -Learner interprets absence of KR after a practice attempt as satisfactory performance -Reversed schedules provide KR when learner is performing outside a given range of error. Produces a higher frequency of KR schedule

What are the three things you need to know about Precision of Augmented Feedback?

-As precision of feedback increases so too should time provided to process the information -Novice performers should receive less precise feedback vs. intermediate performers -More general information about the learner's performance is more desirable in the early learning stages

What is Augmented Sensory Feedback?

-Display of internal physiological events -Usually presented in visual or auditory form -Often more immediate and accurate than that provided by clinician/instructor

What are limitations on Kinematic and Kinetic Visual Displays?

-Displays can only describe 1-2 parameters of performance -Less effective when skill-to-be-learned requires multiple degrees of freedom

What are the different types of schedules in Frequency of Augmented Feedback?

-Fading -Frequency -Bandwidth -Reversed Bandwidth -Summary -Average

What is Fading-Frequency of KR schedule?

-Fading Frequency (F-F) schedule differs from a relative frequency of KR schedule in that KR is not given after a certain number of trials -A schedule in which a higher frequency of KR is provided early in acquisition and then reduced during the later stages -Retention of groups receiving F-F schedule vs. KR after every trial (100% KR) found to be superior

What are the four functions of feedback

-Information to correct performance errors -Positive reinforcement to strengthen correct performance -Negative reinforcement to strengthen correct performance (punishment to suppress errors) - Punishment to suppress errors -Motivation for motor learning

What are the two sources of feedback?

-Intrinsic (sensory) feedback -Extrinsic (augmented) feedback

What is Summary KR schedule?

-Involves withholding feedback for a given number of practice attempts -Describes the outcome of performance on each of the no feedback practice trials -Differs from relative frequency of KR schedule in terms of amount of information provided to learner -Optimal summary KR length likely to be influenced by the complexity of the task to-be-learned and the skill level of the learner -Negatively affect performance but enhance learning

Self-Regulated (controlled) augmented feedback schedules

-Learners decide when they will receive feedback -People who have more control over their learning will process the skill-related information more deeply and also be more motivated to learn the skill

What is Average KR?

-May constitute a more useful feedback schedule vs summary KR schedule -Following a fixed number of practice attempts, feedback is provided that summarizes the performance over the previous no KR trials -Both summary KR and Average KR schedules produce similar levels of response consistency during a retention test -Average KR schedule better matches constraints of a "real" learning environment

Guiding Principles for using ASF

-Patient must understand relationship between signal presented and task-to-be-performed -Practice at controlling the signal combined with positive reinforcement is important -Limit use in early stages to manageable time periods -Once introduced, device should be used until task is learned

Effectiveness of Videotape Feedback is influenced by?

-Skill level of learner -Period of use -Whether supplemented with verbal feedback

Three things you need to know about Guidance Hypothesis

-The presentation of KR has both beneficial and detrimental effects on learning -Practice conditions in which high frequencies of KR are provided lead to overdependence on external feedback -Low frequency KR schedules foster problem-solving skills and are less likely to overload the learner

What are two things you need to know about Frequency of Augmented Feedback?

-Traditional view that "the more KR the better" is no longer acceptable -Retention tests indicate that recall is superior when the frequency of the KR is reduced during acquisition

What are four forms of feedback?

-Verbal -Kinematic/Kinetic Visual Displays -Videotape -Augmented Sensory Feedback - Biofeedback

List FOUR recommendations you would share with a practitioner who would like to use videotape feedback in his/her classes? (Pages 299-300).

1. Providing Kr or KP alone may not be the most potent form of feedback when the skill to be learned is one the involves multiple degrees of freedom 2. Allow sufficient period of time for learners to view the videotape feedback 3.Novice performers derive greater benefits from video tape when it is supplemented with attention focusing and error correction verbal cues 4. ?

Whether supplemented with verbal feedback (videotape feedback)

Error-correcting or attentional cues appear to be more effective than KP or KR alone

TWO hypotheses that have been advanced to explain why providing feedback less frequently is better when learning movement skills.

Guidance Hypothesis Consistency Hypothesis

____________ Feedback can provide information about what to do on the next attempt.

Kinematic/Kinetic

Traditional forms of _____ can only specify what NOT to do on the next attempt.

Knowledge of Results

Skill level of learner (videotape feedback)

Less effective for novices unless supplemented with verbal cues

Positive reinforcement

Must follow shortly after the movement and increase the likelihood that the movement will be repeated in the future under the same or similar conditions. Ex. Verbal Compliments - "Good Job"

Punishment to suppress errors

Must follow the incorrect movement and decree the likelihood of that movement being made in the future under the same or similar conditions Ex. Coach threatens payer hell get less playing time if he does not do the play correctly in practice

Period of use (Videotape feedback)

Needs to be used over an extended period of time (at least 5 weeks)

Knowledge of Results (KR)

Outcome of the action (score, point, grade...)

Information Feedback

Provides knowledge about the execution and outcome of movement skills Ex.

Negative Reinforcement

Removal or avoidance must strengthen the movement you want the learner to acquire Ex. Coach Placing wooden block in front of baseball player to avoid a long stride while batting

Longer delay intervals

coupled with error estimation leads to better retention and performance when no feedback is available

Knowledge of Performance (KP)

information about the "form" of the movement ("your elbow was too low", "bend your knees more"...)

Intrinsic (sensory) feedback

information generated by sensory organs (vision, audition, and somatosensation)- which acquaint them with many aspects of movement

Extrinsic (augmented) feedback

information provided from an external source to supplement feedback already available from intrinsic sensory sources

KR delay interval

period of time between the completion of a practice attempt and the presentation of feedback

Very short delay intervals

provide insufficient time to process the internally generated performance-related feedback or, engage in error detection/correction activities