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Usually? Salmoni et al. (1984)

Conclusion

References

Discussion

Results

The Five Different Practice Conditions

End

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

  • Inner Speech

  • Trial-and-Error Method

  • Kinaesthetic Awareness

  • Cues

  • More information

Method

  • Blindfolded

  • 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?

Nathan Chan

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