Optimizing Feedback Frequency in Motor Learning: Self-Controlled and Moderate Frequency KR Enhance Skill Acquisition

The purpose of this study was to compare the relative effects of self-controlled knowledge of results (SCKR) to other KR schedules of varying relative frequency (25%, 50%, and 100% of acquisition trials) on motor skill learning. Participants received basic instructions on the soccer overhead throw and then performed 50 acquisition trials, during which KR was provided according to the assigned schedule, followed by a retention test, during which no KR was provided. Retention scores were highest for the SCKR and 50% KR frequency groups who shared comparable absolute KR frequency and distribution relative to successful versus unsuccessful trials. These results indicated that both self-control and moderate frequency feedback enhanced learning, supporting an inverted U-shaped effect of feedback frequency on skill acquisition.

Effects of Visual and Auditory Feedback in Violin and Singing Voice Pitch Matching Tasks

Auditory-guided vocal learning is a mechanism that operates both in humans and other animal species making us capable to imitate arbitrary sounds. Both auditory memories and auditory feedback interact to guide vocal learning. This may explain why it is easier for humans to imitate the pitch of a human voice than the pitch of a synthesized sound. In this study, we compared the effects of two different feedback modalities in learning pitch-matching abilities using a synthesized pure tone in 47 participants with no prior music experience. Participants were divided into three groups: a feedback group (N = 15) receiving real-time visual feedback of their pitch as well as knowledge of results; an equal-timbre group (N = 17) receiving additional auditory feedback of the target note with a similar timbre to the instrument being used (i.e., violin or human voice); and a control group (N = 15) practicing without any feedback or knowledge of results. An additional fourth group of violin experts performed the same task for comparative purposes (N = 15). All groups were posteriorly evaluated in a transfer phase. Both experimental groups (i.e., the feedback and equal-timbre groups) improved their intonation abilities with the synthesized sound after receiving feedback. Participants from the equal-timber group seemed as capable as the feedback group of producing the required pitch with the voice after listening to the human voice, but not with the violin (although they also showed improvement). In addition, only participants receiving real-time visual feedback learned and retained in the transfer phase the mapping between the synthesized pitch and its correspondence with the produced vocal or violin pitch. It is suggested that both the effect of an objective external reward, together with the experience of exploring the pitch space with their instrument in an explicit manner, helped participants to understand how to control their pitch production, strengthening their schemas, and favoring retention.

Velocity Performance Feedback During Ballistic Training: Which Is the Optimal Frequency of Feedback Administration?

This study explored the impact of different frequencies of knowledge of results (KR) on velocity performance during ballistic training. Fifteen males completed four identical sessions (three sets of six repetitions at 30% one-repetition maximum during the countermovement jump and bench press throw) with the only difference of the KR condition provided: no feedback, velocity feedback after the first half of repetitions of each set (HalfKR), velocity feedback immediately after each repetition (ImKR), and feedback of the average velocity of each set (AvgKR). When compared with the control condition, the ImKR reported the highest velocity performance (1.9–5.3%), followed by the HalfKR (1.3–3.6%) and AvgKR (0.7–4.3%). These results support the verbal provision of velocity performance feedback after every repetition to induce acute improvements in velocity performance.

Process Improvement Through Visual Management

Departments in enterprises can benefit from visual management (VM) methods. This involves observing a framework of planning activities on a desktop. The information should be clearly visible and easy to understand to all involved. The VM framework used in this case really proved to be a great option in terms of clarity, motivation, process review, real knowledge of results, and correction procedures. The implementation of VM methods will bring to companies a cultural change. There will be some points of resistance to be worked; however, through the income statement, these will be overcame. Then, if we use an insight management (IM) platform, it is possible to cross all those data in diverse ways to produce several scenarios, which can be considered as visual analytics. This is relevant for the case in study, especially in order to explore new strategies based on the indexes envisioned to replicate the positive results throughout the entire restaurant group.

Effects of Knowledge of Results and Change-Oriented Feedback on Swimming Performance

Purpose: This study examined the effect of providing knowledge of results (KR) with, and without, promotion- and change-oriented feedback on repeated-sprint ability in swimmers. Methods: Twenty-nine male and female swimmers (age = 16 [1] y, height = 1.74 [0.07] m, body mass = 61.0 [8.4] kg) were randomly allocated into 2 different feedback conditions, or a condition without feedback (NoFb), as a crossover, repeated-measures design. In one feedback condition, the swimmers were provided with lap completion times as KR. The other feedback condition was athlete-driven, where the swimmers were asked to estimate their lap completion times, and the investigators responded on whether their actual sprint times were faster (promotion-oriented), slower (change-oriented), or the same. Results: The results showed significantly faster average completion times during the repeated-sprint swim protocol in the athlete-driven KR (P = .014) and KR condition (P = .023), when compared with the NoFb condition. However, significantly faster best completion time was only found in the KR condition (P = .012), when compared with the NoFb condition. Furthermore, the stroke rate was significantly greater during the athlete-driven KR (P = .009) and KR (P = .021) conditions, when compared with the NoFb condition. Conclusions: The KR condition exhibited the greatest benefit for improving several swimming performance measures during a repeated-sprint protocol, and the increase in stroke rate may have contributed to this performance enhancement. Thus, it is recommended that swimmers receive lap completion times during repeated-sprint training sessions to optimize training quality.

To test or not to test: genetic cancer predisposition testing in paediatric patients with cancer

Genetic cancer predisposition testing in the paediatric population poses unique ethical dilemmas. Using the hypothetical example of a teenager with cancer with a high probability of having an underlying cancer predisposition syndrome, we discuss the ethical considerations that affect the decision-making process. Because legally these decisions are made by parents, genetic testing in paediatrics can remove a child’s autonomy to preserve his or her own ‘open future’. However, knowledge of results confirming a predisposition syndrome can potentially be beneficial in modifying treatment and surveillance plans and enabling at-risk family members to obtain cascade testing for themselves. Considering virtue ethics to envision the best characters of the patient, parents and healthcare providers can guide them to the better choice to test or not to test, with the ultimate goal of achieving the best outcome for survival and eudaimonia, human flourishing reliably sought out.