Usually? Salmoni et al. (1984)
Conclusion
References
Discussion
Results
The Five Different Practice Conditions
Quantitative feedback is usually superior to qualitative feedback in discrete motor learning, because the subject receives more information on which to base strategies which will help them improve.
- Subject 1: No feedback
- Subject 2: Qualitative feedback
- Subject 3: Quantitative feedback
- Subject 4: Physically restricted to the correct distance via a stop
- Subject 5: Visual information
- “Too little precision is expected to leave the learner with insufficient detail on which to base the next movement”
- Learner focuses on levels of errors that are beyond motor control
- Ignore more important aspects of the task
- “KR precision should be low in early practice and higher later”
- Anderson, D., Magill, R. (2014). Motor Learning and Control: Concepts and Applications, Tenth Edition. New York City, U.S.A: McGraw Hill Education
- Thorndike, E. (1927). The Law of Effect. The American Journal of Psychology, 39(1),212-222.
- Cason, H., & Trowbridge, M. (1931). An Experimental Study of Thorndike’s Theory of Learning. Journal of General Psychology, 7, 245-258
- Salmoni, A., Schmidt, R., & Walter, C. (1984) Knowledge of Results and Motor Learning: A Review and Critical Reappraisal. Psychology Bulletin, 95(3), 355-386
Method
- Move the slider a fixed distance along a track
- 10 pre-test trials – no feedback
- 30 practice trials under one of five different conditions
- 10 post-test trials – no feedback
Results continued...
Aim
Results
Method
The Four Different Procedures
Discussion of Trowbridge and Casons's Results
Our Experiment (2015)
- Blank(control): No KR
- Nonsense: Nonsense syllable
- Right-Wrong: “Right” if within 1/8 inch of a 3-inch line, otherwise “Wrong”
- Correct: Examiner informed the subject how far their line was from the target
Explore the effects of different kinds of feedback and physical guidance on motor learning
- Subjects were blindfolded
- Subjects instructed to draw 3-inch lines
- Left to Right
- “one continuous, quick, but fairly natural and easy, movement of the whole arm and hand”
- Done 100 times with one procedure
- Followed by a 5 minute rest
- Done another 100 times with a different procedure
- Quantitative Feedback is superior to Qualitative Feedback in improving the line drawing function.
- Quantitative Feedback could aid in not only performance but also in learning and retention.
Aim
"To study the conditions under which improvement occurs in the line-drawing function… extension and modification of Thorndike’s experiment.”
Background: Thorndike’s Law of Effect
An Experimental study of Thorndike’s learning: Trowbridge and Cason (1931)
- “When ‘annoyingness’ is attached to a frequent connection and ‘satisfyingness’ to a rare connection, the latter gains and the former loses until the latter becomes the habitual response” (Thorndike, 1927)
Definitions continued...
Discrete motor skill
- A motor skill with clearly defined movement beginning and end points, usually requiring a simple movement
Learning
- A change in the capability of a person to perform a skill. It must be inferred from a relatively permanent improvement in performance as a result of practice or experience
The effects of different kinds of feedback and physical guidance on motor learning
Definitions
Quantitative augmented feedback
- Augmented feedback (feedback a subject receives from their social surroundings) that includes a numerical value related to the magnitude of a performance characteristic (e.g., the speed of a pitched baseball)
Qualitative augmented feedback
- Augmented feedback that is descriptive in nature (e.g. using such terms as good, long), and indicates the quality of performance
Why is quantitative feedback usually superior to qualitative feedback in improving discrete motor learning?