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.

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 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.

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

Effect of Various Combinations of Knowledge of Results on Learning a Multi-Dimensional Task

1983 ◽  
Vol 57 (2) ◽  
pp. 505-506
Author(s):  
Reno J. Ramella
Keyword(s):  
Multivariate Analysis ◽  
Motor Skill ◽  
Knowledge Of Results ◽  
Male Volunteers ◽  
Spatial Dimensions ◽  
Temporal And Spatial ◽  
Variable Errors

20 male volunteers (M = 22.9 yr., SD = 3.8 yr.) learned a motor skill (moved a slide) with temporal and spatial dimensions. Two groups, determined by specific combinations of knowledge of results (verbal-verbal and verbal-visual) were used. Multivariate analysis and follow-up procedures indicated an over-all reduction of absolute and variable errors over 4 trial blocks for both groups.

Resolving a Conflict between Sensory Feedback and Knowledge of Results, While Learning a Motor Skill

1994 ◽  
Vol 26 (1) ◽  
pp. 27-35 ◽  
Author(s):  
Martinus J. Buekers ◽  
Richard A. Magill ◽  
Katrien M. Sneyers
Keyword(s):  
Motor Skill ◽  
Sensory Feedback ◽  
Knowledge Of Results
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