Bandwidth Knowledge of Results and Motor Learning: More than Just a Relative Frequency Effect

1990 ◽  
Vol 42 (4) ◽  
pp. 777-789 ◽  
Author(s):  
Timothy D. Lee ◽  
Heather Carnahan
Keyword(s):  
Motor Learning ◽  
Relative Frequency ◽  
Frequency Effect ◽  
Knowledge Of Results

Is More Always Better? Optimal Amounts of Feedback in Learning to Calibrate Sensory Awareness

1995 ◽  
Vol 15 (3) ◽  
pp. 181-197 ◽  
Author(s):  
Tal Jarus
Keyword(s):  
Motor Learning ◽  
Relative Frequency ◽  
Inverse Relationship ◽  
Age Groups ◽  
Low Frequency ◽  
Knowledge Of Results ◽  
Sensory Awareness ◽  
Effective Performance ◽  
Older Subjects ◽  
Two Age Groups

Contrary to predictions from early views on motor learning, recent studies have shown that reduction of the relative frequency of feedback regarding the success in achieving a goal (knowledge of results = KR) depresses performance during acquisition; whereas, in retention and transfer tests, an inverse relationship is found between performance and KR. The present study investigated the effect of reduced relative frequency of KR on the ability to calibrate kinesthetic awareness of 90 healthy young and older subjects. Across three task versions of kinesthetic acuity, practice conditions of 100% KR were compared with 33% equally spread and 33% faded practice conditions. The results of this study show that reduced relative KR frequency depressed the performance of the older subjects but raised the performance of the younger subjects in the acquisition phase. In retention, reduced relative KR frequency produced more effective performance than 100% KR, with no difference between the two age groups or the two 33% KR frequency conditions. These results seem to imply that treatment of patients on the ability to calibrate sensory awareness is benefited by providing these patients with KR at a low frequency.

scholarly journals Effects of relative frequency and delay interval of knowledge of results (KR) in the acquisition of motor skills

2006 ◽  
Vol 1 (1) ◽  
pp. 53-63
Author(s):  
Leandro R. Palhares ◽  
Alessandro T. Bruzi ◽  
Guilherme M. Lage ◽  
João V. A. P. Fialho ◽  
Herbert Ugrinowitsch ◽  
...  
Keyword(s):  
Motor Skills ◽  
Delay Interval ◽  
Motor Skill ◽  
Relative Frequency ◽  
The Other ◽  
Tennis Ball ◽  
Knowledge Of Results ◽  
Target Time ◽  
Serial Task

The purpose of the present study was to identify the effects of relative frequency and delay interval of Knowledge of Results (KR) in the acquisition of a serial motor skill. Sixty students were randomly distributed in 2 experiments, with three groups in each experiment (n = 10). The Experiment 1 investigated the effects of the KR frequency without KR delay interval and the Experiment 2 investigated the effects of the KR frequency with KR delay interval (3 seconds) in the acquisition of a serial motor skill. The serial task consisted of putting a tennis ball into six holes, positioned in a wood platform in a previously determined target time. In both experiments, the subjects performed 60 trials in target time of 2,700 ms, in the acquisition phase. In the Experiment 1, the results showed superiority of G33 in relation to the other groups, during the tests. In the Experiment 2, the results did not show any difference among the groups. These results are discussed with respect to the effect of KR delay interval, showing the role of combination of the variables.  

Effects of Traditional and Reversed Bandwidth Knowledge of Results on Motor Learning

1993 ◽  
Vol 64 (4) ◽  
pp. 413-417 ◽  
Author(s):  
James H. Cauraugh ◽  
Dapeng Chen ◽  
Steven J. Radio
Keyword(s):  
Motor Learning ◽  
Knowledge Of Results

scholarly journals Integration of Motor Learning Principles Into Real-Time Ambulatory Voice Biofeedback and Example Implementation Via a Clinical Case Study With Vocal Fold Nodules

2017 ◽  
Vol 26 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Jarrad H. Van Stan ◽  
Daryush D. Mehta ◽  
Robert J. Petit ◽  
Dagmar Sternad ◽  
Jason Muise ◽  
...  
Keyword(s):  
Motor Learning ◽  
Relative Frequency ◽  
Vocal Fold ◽  
Clinical Case ◽  
Clinical Effectiveness ◽  
Vocal Behavior ◽  
Clinical Case Study ◽  
Learning Principles ◽  
Vocal Fold Nodules

Purpose Ambulatory voice biofeedback (AVB) has the potential to significantly improve voice therapy effectiveness by targeting one of the most challenging aspects of rehabilitation: carryover of desired behaviors outside of the therapy session. Although initial evidence indicates that AVB can alter vocal behavior in daily life, retention of the new behavior after biofeedback has not been demonstrated. Motor learning studies repeatedly have shown retention-related benefits when reducing feedback frequency or providing summary statistics. Therefore, novel AVB settings that are based on these concepts are developed and implemented. Method The underlying theoretical framework and resultant implementation of innovative AVB settings on a smartphone-based voice monitor are described. A clinical case study demonstrates the functionality of the new relative frequency feedback capabilities. Results With new technical capabilities, 2 aspects of feedback are directly modifiable for AVB: relative frequency and summary feedback. Although reduced-frequency AVB was associated with improved carryover of a therapeutic vocal behavior (i.e., reduced vocal intensity) in a patient post-excision of vocal fold nodules, causation cannot be assumed. Conclusions Timing and frequency of AVB schedules can be manipulated to empirically assess generalization of motor learning principles to vocal behavior modification and test the clinical effectiveness of AVB with various feedback schedules.

When to Provide Knowledge of Results During Motor Learning: Scheduling Effects

1990 ◽  
Vol 3 (2) ◽  
pp. 87-105 ◽  
Author(s):  
Timothy D. Lee ◽  
Heather Carnahan
Keyword(s):  
Motor Learning ◽  
Knowledge Of Results

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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