Effects of Knowledge of Results (KR) Frequency in the Learning of a Timing Skill: Absolute versus Relative KR Frequency

Vieira, Márcio Mário; Ugrinowitsch, Herbert; Oliveira, Fernanda S.; Gallo, Lívia G.; Benda, Rodolfo Novellino

doi:10.2466/22.23.pms.115.5.360-369

Cited by 5 publications

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“…In motor skills learning, Knowledge of Results (KR) has several functions in the learning process, e.g., motivational and informational ( Schmidt, 1991 ;Wulf, Chiviacowski, & Lewthwaite, 2010 ); but most studies have focused on the informational function (e.g., Droit-Volet & Izaute, 2005 ;Vieira, Ugrinowitsch, Oliveira, Gallo, & Benda, 2012 ). In this case, KR can be described in terms of the bandwidth of the feedback given about performance.…”

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Bandwidth Knowledge of Results on the Learning of the Saloon Dart Throwing Task

et al. 2014

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The effects of two different bandwidths of information of Knowledge of Results (KR) were investigated. 54 university students participated. The experiment consisted of an acquisition phase with practice of throwing a saloon dart as accurately as possible at a target lying on the floor 2.5 meters away until a specific area of the target was hit three trials in a row. Narrow bandwidth and Wide bandwidth groups received KR when performance was outside the bandwidth. A Control group received KR after every trial. A transfer test was run 10 min. later with 10 more trials and the target 3.0 m away, with no KR. Analyses showed that narrow KR bandwidth was associated with better learning of real world tasks.

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Bandwidth Knowledge of Results on the Learning of the Saloon Dart Throwing Task

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“…Otra opción, es que el investigador decida cuando le brindará el feedback al participante; la periodicidad escogida por el investigador puede variar entre estar regulada de manera específica, estar degradada, promediada o también se puede proporcionar estableciendo un límite de error aceptado, por medio de un rango denominado 'ancho de banda'. Esto es, el feedback se le brinda a la persona, sólo cuando obtiene un desempeño con un error mayor al establecido en la banda (24,27,31,32). En la mayoría de los estudios, se ha encontrado que el feedback autorregulado es más efectivo, que el feedback brindado sin ser solicitado (33,34), especialmente cuando este presenta menor frecuencia(34) y la destreza es simple (35).…”

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Aprendizaje motor y feedback: una revisión de literatura

Díaz

2020

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El feedback que se brinda durante la ejecución de una destreza, muestra un papel esencial en el desempeño y aprendizaje de la misma. Existe una gran variedad de investigaciones realizadas sobre el tema de feedback, el objetivo de la presente investigación fue proveer al lector con una visión general del uso de feedback en el área de aprendizaje motor y resaltar los hallazgos relevantes. Feedback es un concepto general que se utiliza para describir la información que se le brinda al aprendiz en relación al desempeño de la destreza motriz que se desea aprender. En la primera parte de la revisión de literatura se describen lo diferentes tipos de feedback que se han estudiado recientemente. En la segunda parte de la revisión se presenta un resumen de las investigaciones representativas de los diversos tipos de feedback. Por último, se presenta una breve conclusión y recomendación del tema.

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“…Furthermore, application methods for improving motor skills have been spotlighted in order to increase the capability of motor performance 2 , 6 , 7 , 8 ) . Several factors related to motor learning are already well known, in terms of amount of practice, types of feedback, application period of feedback, practice schedule, and so forth 9 , 10 , 11 , 12 ) .…”

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Effectiveness of motor sequential learning according to practice schedules in healthy adults; distributed practice versus massed practice

Kwon

Lee

2015

J Phys Ther Sci

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[Purpose] The purpose of the current study was to compare the effectiveness of motor sequential learning according to two different types of practice schedules, distributed practice schedule (two 12-hour inter-trial intervals) and massed practice schedule (two 10-minute inter-trial intervals) using a serial reaction time (SRT) task. [Subjects and Methods] Thirty healthy subjects were recruited and then randomly and evenly assigned to either the distributed practice group or the massed practice group. All subjects performed three consecutive sessions of the SRT task following one of the two different types of practice schedules. Distributed practice was scheduled for two 12-hour inter-session intervals including sleeping time, whereas massed practice was administered for two 10-minute inter-session intervals. Response time (RT) and response accuracy (RA) were measured in at pre-test, mid-test, and post-test. [Results] For RT, univariate analysis demonstrated significant main effects in the within-group comparison of the three tests as well as the interaction effect of two groups × three tests, whereas the between-group comparison showed no significant effect. The results for RA showed no significant differences in neither the between-group comparison nor the interaction effect of two groups × three tests, whereas the within-group comparison of the three tests showed a significant main effect. [Conclusion] Distributed practice led to enhancement of motor skill acquisition at the first inter-session interval as well as at the second inter-interval the following day, compared to massed practice. Consequentially, the results of this study suggest that a distributed practice schedule can enhance the effectiveness of motor sequential learning in 1-day learning as well as for two days learning formats compared to massed practice.

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Effects of Knowledge of Results (KR) Frequency in the Learning of a Timing Skill: Absolute versus Relative KR Frequency

Cited by 5 publications

References 25 publications

Bandwidth Knowledge of Results on the Learning of the Saloon Dart Throwing Task

Bandwidth Knowledge of Results on the Learning of the Saloon Dart Throwing Task

Aprendizaje motor y feedback: una revisión de literatura

Effectiveness of motor sequential learning according to practice schedules in healthy adults; distributed practice versus massed practice

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