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.  

scholarly journals Effects of the interaction among demonstration, verbal instruction and relative frequency of Knowledge of Results (KR) in motor skill acquisition

2012 ◽  
Vol 7 (2) ◽  
pp. 17-24
Author(s):  
Fernando Carneiro Machado Ennes ◽  
Herbert Ugrinowitsch ◽  
Márcio Mario Vieira ◽  
Rodolfo Novellino Benda
Keyword(s):  
Motor Skills ◽  
Skill Acquisition ◽  
Relative Frequency ◽  
Prior Information ◽  
Skills Acquisition ◽  
Verbal Instruction ◽  
Knowledge Of Results ◽  
Target Time ◽  
Motor Skill Acquisition ◽  
Tennis Balls

Demonstration, verbal instruction and knowledge of results are variables presented during the process of motor skills acquisition but their interaction was not investigated. This question was tested with three frequencies of knowledge of results plus three ways to supply prior information (demonstration, verbal instruction and demonstration added to the verbal instruction). The task consisted of carrying three tennis balls in a predetermined sequence and target time. A hundred eight volunteers participated in the study, divided into nine groups according to the combination of variables. The experiment consisted of the acquisition phase with 60 trials of practice and tests and data reliability was tested through two way ANOVA. The results showed that demonstration and KR conducted to better performance during tests.

Effects of Aging and Reduced Relative Frequency of Knowledge of Results on Learning a Motor Skill

1997 ◽  
Vol 84 (3) ◽  
pp. 1107-1122 ◽  
Author(s):  
Laurie R. Wishart ◽  
Timothy D. Lee
Keyword(s):  
Older Adults ◽  
Motor Skill ◽  
Relative Frequency ◽  
Learning Task ◽  
Performance Information ◽  
Knowledge Of Results ◽  
Age Related ◽  
Effects Of Aging ◽  
Specific Timing

Although there is evidence for age-related changes in both cognition and motor control, very little is known about the effect of age on learning of new motor skills. The present experiment addressed the interaction between aging and the role of knowledge of results (KR) on a motor learning task. Using a three-segment task on which each segment had specific timing goals, three different manipulations of relative frequency of information about performance were compared in younger and older adults. The three conditions were (a) 100% KR in which information about performance on each segment was provided after every trial, (b) 67% KR in which the performance information was faded over trials, and (c) 67% KR in which the performance information was faded over the segments within each trial. Following 90 acquisition trials, all subjects performed retention, transfer, and reacquisition tests. There were age-related differences for movement accuracy and consistency on acquisition and on the retention tests but not on the transfer test. However, none of these differences interacted with the frequency of KR manipulations. Surprisingly, there was no effect due to the fading schedules of KR. In general, these results indicated that younger and older adults use KR in a similar way to learn a motor skill.

Two Non-senses of “Probability”

2021 ◽  
pp. 47-76
Author(s):  
Wayne C. Myrvold
Keyword(s):  
Relative Frequency ◽  
The Other ◽  
Objective Probability ◽  
Sequence Of Events ◽  
Principle Of Indifference ◽  
Long Run ◽  
Eighteenth And Nineteenth Centuries

This chapter engages in some ground-clearing. Two concepts have been proposed to play the role of objective probability. One is associated with the idea that probability involves mere counting of possibilities (often wrongly attributed to Laplace). The other is frequentism, the idea that probability can be defined as long-run relative frequency in some actual or hypothetical sequence of events. Associated with the idea that probability is merely a matter of counting of possibilities is a temptation to believe that there is a principle, called the Principle of Indifference, which can generate probabilities out of ignorance. In this chapter the reasons that neither of these approaches can achieve its goal are rehearsed, with reference to historical discussions in the eighteenth and nineteenth centuries. It includes some of the prehistory of discussions of what has come to be known, misleadingly, as Bertrand’s paradox.

Effects of Self-Controlled Knowledge of Results on Learning a Taekwondo Serial Skill

2019 ◽  
Vol 126 (6) ◽  
pp. 1178-1194
Author(s):  
M. S. Januário ◽  
L. S. Figueiredo ◽  
L. L. Portes ◽  
R. N. Benda
Keyword(s):  
Motor Skills ◽  
Retention Test ◽  
Degrees Of Freedom ◽  
Task Complexity ◽  
Control Group ◽  
Knowledge Of Results ◽  
Target Time ◽  
Sports Skills ◽  
Skills Learning ◽  
Control Feedback

Allowing learners to control feedback has been an effective strategy in motor skills learning. However, most studies of self-controlled (SC) feedback have used simple tasks that may be dissimilar to sports skills that generally demand more degrees of freedom and cognition. Thus, this study investigated the effects of SC knowledge of results (KR) on learning a complex Taekwondo skill. Twenty-four undergraduate volunteers of both sexes, aged 18-35 years, practiced a specific serial Taekwondo skill that was novel to them. We divided participants randomly into SC and yoked groups and compared their performance after they learned a specific displacement sequence, finishing with a lateral kick (bandal-tchagui) at a punching bag within a target time span. During acquisition, all participants performed 48 trials divided into six blocks and, on a retention test 24 hours later, they performed 10 more trials. We found that both groups reduced their errors from the first to the last block of the acquisition phase and that the SC group showed a better performance on the retention test, relative to the yoked control group. SC KR participants requested KR mainly after good trials, though they showed no statistically significant differences between trials with and without KR. Their inefficiency in estimating their own errors may have been due to task complexity, since many aspects of the task beyond its temporal requirement demanded the learners’ attention. Our results, using a novel Taekwondo serial skill, confirm and extend the benefits of SC KR from just simple motor learning in past studies to learning complex motor skills.

scholarly journals Effect of self-controlled knowledge of results in motor skill learning of elderly adults

2007 ◽  
Vol 2 (1) ◽  
pp. 22-30
Author(s):  
Lucieni B. Alcântara ◽  
Michela A. F. Alves ◽  
Renata C. O. Santos ◽  
Lívia K. de Medeiros ◽  
Wesley R. Gonçalves ◽  
...  
Keyword(s):  
Motor Skill ◽  
Transfer Test ◽  
Skill Learning ◽  
The Self ◽  
Acquisition Phase ◽  
Motor Skill Learning ◽  
Elderly Adults ◽  
Knowledge Of Results ◽  
Target Time ◽  
Tennis Balls

The aim of this study was to analyze the effects of self-controlled knowledge of results (KR) in motor skill learning of elderly adults. Twenty subjects (65.45 + 5.34 years-old), inexperienced in the required task, were randomly distributed in two experimental groups: 1) Self-controlled Group, who received KR whenever requested; 2) Yoked Group, who received KR on the same trials of the Self-controlled Group. The task consisted of moving three tennis balls into six roles, positioned in a wood platform, in a previously determined sequence and target time. During the acquisition phase, the subjects performed 45 trials with a target time of 4500 ms. The immediate transfer tests, conducted ten minutes after the acquisition phase, consisted of 45 trials with a target time of 5000 ms. After forty eight hours, the same procedure was conducted for the latest transfer test. The results showed marginal differences, suggesting a higher performance of self-controlled group. It was concluded that selfcontrolled KR is helpful to promote motor learning in elderly adults.

Mental Practice and Knowledge of Results in the Learning of a Perceptual Motor Skill

1982 ◽  
Vol 4 (1) ◽  
pp. 52-63 ◽  
Author(s):  
Steven G. Zecker
Keyword(s):  
Motor Skill ◽  
Mental Practice ◽  
Skill Learning ◽  
Physical Practice ◽  
Knowledge Of Results ◽  
Massed Practice ◽  
Improved Performance ◽  
Improved Learning ◽  
And Control

Although mental practice has often been demonstrated to result in improved learning of a motor skill, theoretical accounts of the reasons for this improvement are lacking. The present experiment examined the role of knowledge of results (KR) in motor skill learning, because KR is believed to be crucial to such learning, yet is lacking during mental practice. Subjects in four conditions (mental practice, physical practice, physical practice without KR, and control), tossed beanbags at a target. Results showed that of the four conditions, mental practice showed the largest performance increment, whereas physical practice showed a decrement attributed to massed practice without adequate rest periods. Results suggest that (a) knowledge of results is not always essential for improved performance; (b) mental practice is most beneficial following sufficient experience with the task; and (c) mental practice may be best suited for a massed practice learning situation.

Efeitos da interação entre demonstração, instrução verbal e frequência relativa de Conhecimento de Resultados (CR) na aquisição de habilidades motoras

1970 ◽  
Vol 7 (1) ◽  
Author(s):  
Fernando Carneiro Machado Ennes ◽  
Herbert Ugrinowitsch ◽  
Márcio Mário Vieira ◽  
Rodolfo Novellino Benda
Keyword(s):  
Motor Learning ◽  
Motor Skills ◽  
Prior Information ◽  
Acquisition Phase ◽  
Skills Acquisition ◽  
Verbal Instruction ◽  
Data Reliability ◽  
Knowledge Of Results ◽  
Target Time ◽  
Tennis Balls

Abstract: Demonstration, verbal instruction and knowledge of results are variables presented during the process of motor skills acquisition but their interaction was not investigated. This question was tested with three frequencies of knowledge of results plus three ways to supply prior information (demonstration, verbal instruction and demonstration added to the verbal instruction). The task consisted of carrying three tennis balls in a predetermined sequence and target time. A hundred eight volunteers participated in the study, divided into nine groups according to the combination of variables. The experiment consisted of the acquisition phase with 60 trials of practice and tests and data reliability was tested through two way ANOVA. The results showed that demonstration and KR conducted to better performance during tests.Key Words: Motor Learning, Knowledge of Results, Demonstration, Verbal Instruction. 

Effects of Relative Frequency of Knowledge of Results on Retention of a Motor Skill

1978 ◽  
Vol 46 (3) ◽  
pp. 859-866 ◽  
Author(s):  
Linda Ho ◽  
John B. Shea
Keyword(s):  
Motor Skill ◽  
Relative Frequency ◽  
Knowledge Of Results

The effects of relative frequency of knowledge of results on the retention of a motor skill was studied. Adams' theory (1971) contends that the perceptual trace of a critetion position gains an increment of strength each time the feedback stimuli associated with the criterion position are experienced and that it is the strength of the perceptual trace that determines retention. Schmidt's theory (1975), however, suggests that the recognition schema is updated only on trials on which the feedback stimuli associated with the criterion position are experienced in conjunction with knowledge of results and that it is the precision of the recognition schema that determines retention. Two experiments were conducted. The results provided evidence contrary to Adams' theory. Schmidt's theory, however, was only partially supported.

Relative Frequency of Knowledge of Results and Task Complexity in the Motor Skill Acquisition

2009 ◽  
Vol 109 (3) ◽  
pp. 831-840 ◽  
Author(s):  
Dalton Lustosa de Oliveira ◽  
Umberto Cesar Corrêa ◽  
Roberto Gimenez ◽  
Luciano Basso ◽  
Go Tani
Keyword(s):  
Skill Acquisition ◽  
Motor Skill ◽  
Relative Frequency ◽  
Task Complexity ◽  
Knowledge Of Results ◽  
Motor Skill Acquisition ◽  
And Task

External Control of Knowledge of Results: Learner Involvement Enhances Motor Skill Transfer

2018 ◽  
Vol 125 (2) ◽  
pp. 400-416 ◽  
Author(s):  
L. S. Figueiredo ◽  
H. Ugrinowitsch ◽  
A. B. Freire ◽  
J. B. Shea ◽  
R. N. Benda
Keyword(s):  
Information Processing ◽  
Skill Acquisition ◽  
Motor Skill ◽  
External Control ◽  
Tennis Ball ◽  
Knowledge Of Results ◽  
Motor Skill Acquisition ◽  
Task Involvement ◽  
Explanatory Hypothesis ◽  
Group Involvement

Providing the learner control over aspects of practice has improved the process of motor skill acquisition, and self-controlled knowledge of results (KR) schedules have shown specific advantages over externally controlled ones. A possible explanation is that self-controlled KR schedules lead learners to more active task involvement, permitting deeper information processing. This study tested this explanatory hypothesis. Thirty undergraduate volunteers of both sexes, aged 18 to 35, all novices in the task, practiced transporting a tennis ball in a specified sequence within a time goal. We compared a high-involvement group (involvement yoked, IY), notified in advance about upcoming KR trials, to self-controlled KR (SC) and yoked KR (YK) groups. The experiment consisted of three phases: acquisition, retention, and transfer. We found both IY and SC groups to be superior to YK for transfer of learning. Postexperiment participant questionnaires confirmed a preference for receiving KR after learner-perceived good trials, even though performance on those trials did not differ from performance on trials without KR. Equivalent IY and SC performances provide support for the benefits of task involvement and deeper information processing when KR is self-controlled in motor skill acquisition.

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