Overcoming the guidance effect in motor skill learning: feedback all the time can be beneficial

Abstract

Extensive research has shown that augmented feedback presented too often can create a dependency on the feedback and hinder long-term memory formation of a motor skill. This dependency has been labeled the guidance effect, and one way to overcome the guidance effect is to reduce how often augmented feedback is presented during training. In two experiments, participants were presented with visual augmented feedback during every trial in a 5-min training interval. Participants were provided visual augmented feedback in the form of a Lissajous template of a 1:2 multi-frequency pattern and a cursor representing the coordination between the limbs. Some participants were trained with the cursor superimposed (behind group) on the Lissajous template, and others were trained with the cursor presented in a separate window (side group) from the Lissajous template. In experiment 1, motion of the end-effectors was constrained to the medial-lateral direction in the horizontal plane. In experiment 2, end-effector motion was possible in both the medial-lateral and anterior-posterior directions in the horizontal plane. The location of the cursor did not influence performance during the 5-min training interval in either experiment. After a 15-min break, a retention test performed without the visual feedback provided by the cursor revealed that the behind groups' performance was guided by the visual feedback in both experiments, whereas the side groups were able to perform without visual feedback. In experiment two, the side group's performance without feedback was influenced when anterior-posterior motion was not constrained; however, the extent of the guidance effect was significantly less compared to the behind trained group in both experiments. The results show that the emergence of guided motor performance depends on the format of the display that provides visually based augmented feedback, and not just on how often the feedback is provided. In conclusion, visually based augmented feedback leads to the simultaneous development of a spatial and motor representation of the task. The behind format led to a dependence on the spatial representation developed during training, while the side format facilitated the development of the motor representation as a means to overcome guidance.

A psychoengineering paradigm for the neurocognitive mechanisms of biofeedback and neurofeedback

“…First, extrinsic feedback helps to accelerate and facilitate the learning process (Poole, 1991), especially when it is not redundant with internal feedback (Schmidt & Wrisberg, 2007). It has informational functions and motivational properties with important influences on learning (Wulf, Shea, & Lewthwaite, 2010), but it can also induce dependency (the so-called guidance effect): if administration of extrinsic feedback is not appropriate, performance decreases after the feedback is withdrawn (Buchanan & Wang, 2012). Second, the subject must be able to act upon his internal feedback when the external feedback is removed; successful feedback learning, therefore, is an adaptation of internal feedback in a way that incorporates the external feedback (Syznofzik, Thier, & Lindner, 2006).…”

Perception and action influences on discrete and reciprocal bimanual coordination

“…Circling tasks often require upper-arm, forearm, and wrist motions. When tracing circles of different amplitudes, a tendency for the spontaneous emergence of multi-frequency patterns has been demonstrated (Buchanan & Ryu, 2006;Buchanan & Wang, 2012). These patterns, while often short-lived, can be stable for several epochs.…”

“…In an experiment by Buchanan and Wang (2012), the researchers simply displayed the cursor in one Lissajous display and the Lissajous template on another display. This tactic was designed to encourage the internalization of the environmental information, provide the participant with the necessary information to detect and correct errors, and ultimately reduce the participants' reliance on the extrinsic displays.…”

“…Thus, rapid encoding of a complex motor task can occur if the use of attentional resources is optimized. In the Buchanan and Wang (2012) study, it was argued that the shifting of the cursor from the Lissajous template required more attentional effort to be directed towards other intrinsic sources of information, in turn facilitating the development of a motor representation capable of sustaining performance when the Lissajous feedback was withdrawn. It should also be noted that the visual, auditory, and visual/auditory model techniques used by Kennedy et al (2013a) during acquisition were removed on the retention test.…”

Systematic Augmented Feedback and Dependency in Spinal Manipulation Learning: a Randomized Comparative Study

“…23 Such phenomenon, labeled as the guidance hypothesis, is characterized by decreases in performance when augmented feedback is withdrawn. 24,25 Given the possible negative effects of constant and systematic feedback on learning processes, it seems relevant to explore if the augmented feedback tools used in SM training can generate guidance effects. Consequently, the purpose of the study was to evaluate if systematic augmented feedback during short sessions of SM training creates a dependency compared with short training session characterized by progressive withdrawal of augmented feedback.…”