Generalized Motor Program (GMP) Learning: Effects of Reduced Frequency of Knowledge of Results and Practice Variability

1998 ◽  
Vol 30 (1) ◽  
pp. 51-59 ◽  
Author(s):  
Qin Lai ◽  
Charles H. Shea
Keyword(s):  
Motor Program ◽  
Learning Effects ◽  
Knowledge Of Results ◽  
Reduced Frequency ◽  
Practice Variability ◽  
Generalized Motor Program

Average-Kr Schedule Benefits Generalized Motor Program Learning

2003 ◽  
Vol 97 (1) ◽  
pp. 185-191 ◽  
Author(s):  
Wan X. Yao
Keyword(s):  
Index Finger ◽  
Motor Program ◽  
Parameter Learning ◽  
Knowledge Of Results ◽  
Feedback Analysis ◽  
Timing Errors ◽  
Positive Effects ◽  
Computer Keyboard ◽  
The Right ◽  
Generalized Motor Program

The main purpose of this study was to examine the effects of average Knowledge of Results (KR) on generalized motor program learning and parameter learning. Two groups of participants ( n = 15 per group) performed 80 acquisition trials of sequential timing tasks. All participants were asked to depress sequentially four keys (2, 4, 8, and 6) on the numeric pad portion of the computer keyboard with the index finger of the right hand. The author presented average feedback on timing errors based on 5-trial blocks and compared this feedback schedule with every-trial feedback. Analysis of the delayed no-feedback retention test indicated a strong advantage for the average KR compared with the every-trial condition in both generalized motor program learning and parameter learning. The current results suggest that the average KR schedule may have positive effects on generalized motor program learning and parameter learning.

Optimizing Generalized Motor Program and Parameter Learning

2000 ◽  
Vol 71 (1) ◽  
pp. 10-24 ◽  
Author(s):  
Qin Lai ◽  
Charles H. Shea ◽  
Gabriele Wulf ◽  
David L. Wright
Keyword(s):  
Motor Program ◽  
Parameter Learning ◽  
Generalized Motor Program

Continuous Concurrent Feedback Degrades Skill Learning: Implications for Training and Simulation

1997 ◽  
Vol 39 (4) ◽  
pp. 509-525 ◽  
Author(s):  
Richard A. Schmidt ◽  
Gabriele Wulf
Keyword(s):  
Temporal Pattern ◽  
Closed Loop ◽  
Motor Program ◽  
Skill Learning ◽  
Discrete Movement ◽  
On Line ◽  
Continuous Feedback ◽  
The Stability ◽  
Generalized Motor Program

In two experiments we investigated the role of continuous concurrent visual feedback in the learning of discrete movement tasks. During practice the learner's actions either were or were not displayed on-line during the action; in both conditions the participant received kinematic feedback about errors afterward. Learning was evaluated in retention tests on the following day. We separated (a) errors in the fundamental spatial-temporal pattern controlled by the generalized motor program from (b) errors in scaling controlled by parameterization processes. During practice concurrent feedback improved parameterization but tended to decrease program stability. Based on retention tests, earlier practice with continuous feedback generally interfered with the learning of an accurate motor program and reduced the stability of time parameterization. Continuous feedback during acquisition degrades the learning of not only closed-loop processes in slower movements (as has been found in earlier studies) but also motor programs and their parameterization in more rapid tasks. Implications for feedback in training and simulation are discussed.

Practice Variability and Longer and Short Retention Intervals

1982 ◽  
Vol 54 (1) ◽  
pp. 243-250 ◽  
Author(s):  
Robert Kerr
Keyword(s):  
Movement Control ◽  
Control Group ◽  
Practice Session ◽  
Knowledge Of Results ◽  
Practice Schedules ◽  
Visual Spatial ◽  
Single Target ◽  
Practice Variability ◽  
Distance Data ◽  
Retention Intervals

This experiment compared the effect of different practice schedules on distance and direction errors in a blindfolded two-dimensional movement. The three experimental groups, (a) criterion target only, (b) varied targets (not criterion), (c) single target (not criterion) and one control group (rested), were tested immediately after the “practice” session without knowledge of results and were tested again after a 1-wk. retention interval. The distance data demonstrated little difference among the three experimental groups, but all three groups were significantly better than the control group. However, there was little difference in errors of direction among the groups. While the data for distance support a schema interpretation of movement control, the data for direction appear to reflect the concept of a visual-spatial map being used to guide movements.

The Effects of Visual and Proprioceptive Feedback on Motor Learning

1975 ◽  
Vol 19 (2) ◽  
pp. 162-165 ◽  
Author(s):  
Jack A. Adams ◽  
Daniel Gopher ◽  
Gavan Lintern
Keyword(s):  
Motor Learning ◽  
Visual Feedback ◽  
Sensory Feedback ◽  
Closed Loop ◽  
Motor Program ◽  
Absolute Error ◽  
Proprioceptive Feedback ◽  
Knowledge Of Results ◽  
And Performance ◽  
Effective Source

A self paced linear positioning task was used to study the effects of visual and proprioceptive feedback on learning and performance. Subjects were trained with knowledge of results (KR) and tested without it. The analysis of the absolute error scores of the no-KR trials is discussed in this paper. Visual feedback was the more effective source of sensory feedback, but proprioceptive feedback was also effective. An observation that the response did not become independent of sensory feedback as a result of learning, was interpreted as supporting Adams closed loop theory of motor learning in preference to the motor program hypothesis. Other data showed that the presence of visual feedback during learning could inhibit the later effectiveness of proprioceptive feedback.

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