The Interaction of Criterion and Feedback Information in Learning a Drawing Task

Abstract

Experiments were designed to examine the influence of criterion and feedback information in the learning of a two-dimensional drawing task. Experiment 1 showed that when the task criterion is well known to the subject, the combined presentation of criterion information and information feedback facilitates the rate of acquisition of the skill but not its overall performance level of achievement. Experiment 2 showed that when the task criterion information is not well known to the subject, presentation of criterion information facilitates both the rate of acquisition and the overall performance level and, furthermore, is essential if configuration information feedback is to be utilized effectively. Experiment 3 showed that it is the combined presentation of criterion and configuration information feedback rather than the isolate presentation of either type of information alone, that facilitates learning and performance. Collectively, the findings from the three experiments suggest an interactive effect of prior knowledge by the learner and type of augmented information in facilitating the acquisition of skill, according to the constraints imposed in the task. The data are consistent with the proposal that the degrees of freedom in the information available to support motor skill learning must match the degrees of freedom to be constraint in the perceptual-motor workspace.

Amount of Kinematic Feedback Affects Learning of Speech Motor Skills

“…In studies of limb motor learning, it has been shown that knowledge of performance (KP) feedback has a facilitative effect on learning when the goal of the task is not known (Newell et al, 1990). Otherwise, it has no benefits over and above simple KR feedback (Swinnen et al, 1993, Hodges & Franks, 2001.…”

“…Despite these cautions, few studies have controlled the amount and timing of KP, with KP usually being provided throughout training. Newell et al (1990) compared the effects of KP and KR on healthy adults learning a bimanual coordination task and reported that KP was beneficial when the learners did not know the goal of the coordination task, suggesting that KP aided development of a reliable internal representation of the movement. However, Swinnen et al (1993) reported that when the learning goals are clear to the learner KP gives no benefit over and above simple KR feedback.…”

“…Several studies have suggested that KP is most beneficial in the early phases of training but may interfere with long-term retention if provided throughout training (Newell, Carlton, & Antoniou, 1990, Swinnen, Walter, Lee, & Serrien, 1993Hodges & Franks, 2001;Schmidt & Lee, 2005). Despite these cautions, few studies have controlled the amount and timing of KP, with KP usually being provided throughout training.…”

Muscle Repositioning: Combining Subjective and Objective Feedbacks in the Teaching and Practice of a Reflex-Based Myofascial Release Technique

“…In psychomotor learning, coupling kinematic and intrinsic feedback appears to be most beneficial when it supplies information about components of a movement that cannot be measured objectively (33) . This case seems to hold with MR, in which changes in the practitioner's manual input so minute and short-lived as to elude objective measurement often produce significant changes in the client's visible and palpable responses.…”

Ultrasound Images of the Tongue: A Tutorial for Assessment and Remediation of Speech Sound Errors

“…it provides specific qualitative information about the movement that occurred) 15 . Previous research has indicated that detailed knowledge of performance feedback can facilitate acquisition of a novel motor routine 16 . Ultrasound has several advantages over other technologies used to visualize speech.…”