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Augmented Feedback

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Chapter 15

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• Sensory information that is naturally available when performing a skill What are some sources of task-intrinsic feedback?

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Task-intrinsic feedback

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• Performance related information that is added to task-intrinsic feedback Typically comes from a source external to the person performing the skill

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Augmented feedback

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- Knowledge of Results ( KR) - Knowledge of Performance ( KP)

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Two types of augmented feedback:

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• Externally presented information about the outcome of performing a skill or about achieving the goal of the performance

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Knowledge of Results (KR)

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• Externally presented information about movement characteristics that led to the performance outcome

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Knowledge of Performance (KP)

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• Facilitates achievement of the action goal of the skill • Motivates the learner to continue striving toward a goal.

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The roles of augmented feedback in skill acquisition Two roles in skill learning process

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• It can be essential for skill learning • It may not be necessary for skill learning • It can enhance skill learning beyond what is possible without augmented feedback • It can hinder or slow skill learning.

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How essential is augmented feedback for Skill learning? Four possible answers

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1. Information about error vs correct aspects of performance 2. Qualitative vs quantitative information 3. Augmented feedback based on error size

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Issues related to augmented feedback content

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FAF

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1.

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FAF

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2.

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FAF

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3.

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- Traditional view - Current view

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Frequency of presenting augmented feedback:

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Augmented feedback for every trial (100% frequency) is best for learning

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Traditional view

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less than 100% frequency is best for learning

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Current view

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• Augmented feedback on every trial guides learner to successful performance but results in poor learning due to acquiring a dependency on augmented feedback which leads to poor performance of the skill without it.

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Theoretical basis for current view: Guidance Hypothesis

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Current view that reduced frequency is best for learning is based on research that has investigated several techniques that reduce frequency

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Techniques that Reduce augmented feedback frequency:

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• Performance based bandwidths • Performer selected frequency • Summary and averaged augmented feedback

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Current view that reduced frequency is best for learning is based on research that has investigated several techniques that reduce frequency

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Practice variability and specificity

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Chapter 16

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1. Refers to the variety of movement and context characteristics the learner experiences while practicing a skill

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Practice Variability

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skill variations physical context situation

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2. Movement and context characteristics that can be varied in practice:

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that will be required in "test" conditions

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Skill variations

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in which the skill is performed

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physical context

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in which the skill occurs

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Situation

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• Step 1: Assess characteristics of the physical context and skill characteristics of that performance • Step 2: vary these characteristics according to the type of skill being learned

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How to implement practice variability

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• Answer can be determined from applying the learning phenomenon known as the contextual interference effect

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• Is there a best way to organize practice variability? See 3 option in Figure 16.2

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The memory and performance disruption that results from performing variations of a skill within the context of practice

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Contextual interference can thiệp theo ngữ cảnh 1. Definition

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• Originally described by Battig (1979) • Various amounts of contextual interference can occur during practice depending on the scheduling of the practice variability - see Figure 16.3

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1. Definition: The memory and performance disruption that results from performing variations of a skill within the context of practice

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when practice schedules involve higher rather than lower amounts of contextual interference.

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2. The "contextual interference effect" occurs

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• Learner overestimate their learning during practice • Performance during practice misleads them to judge they are not learning more than they actually are - see experiment by Simon & Bjork (2001)

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Contextual interference and judgments about learning A typical characteristic of blocked practice schedules:

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1. Research shows much support for the contextual interference effect but also shows that it does not apply to all motor skill learning situations 2. Characteristics related to the limits of the effect:

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Limits of the Contextual interference effect:

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• Motor skill characteristics • Learner characteristics

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2. Characteristics related to the limits of the effect:

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• Elaboration hypothesis • Action plan reconstruction hypothesis

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Why does the contextual interference effect occur? Two predominant hypotheses:

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The effect is related to the elaboration of the memory representation of the skill variations that a learner is practicing( shea & morgan 1979)

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• Elaboration hypothesis:

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high amounts of contextual interference benefit learning because the interference requires a person to reconstruct an action plan on subsequent practice trials for each skill variation ( Lee & Magill.1985)

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• Action plan reconstruction hypothesis

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• Higher levels of contextual interference involves greater attention demands during practice • People who practice according to a blocked schedule tend to overestimate how well they are learning during practice.

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Regardless of which hypothesis, two important characteristics have been demonstrated

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The amount and distribution of practice

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Chapter 17

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Continuation of practice beyond the amount needed to achieve a certain performance criterion

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• Overlearning:

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• Research has shown that overlearning can have a positive influence on retention performance for motor learning skills

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Research literature review by Driskell et al.

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•include a combination of cognitive and motor components and require performance of a series of relatively simple movements, e.g. typing from text • U.S army sponsored research found overlearning strategy (100% more trials) effective for long-term retention of assembling a rifle.

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Examples of overlearning strategy applied to types of motor skills: 1. Procedural skills

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• Research has found point of diminishing returns for amount of extra practice 50% as effective as 100% or 200% increases from 0 to 50 but anything further no increase in performance = wasting time

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Examples of overlearning strategy applied to types of motor skills:. 2. Dynamic balance skills:

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Research has shown situations in which learning deficits resulted from excessive practice, i.e. too much overlearning thâm hụt dẫn từ thực tế quá nhiều

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Overlearning strategy can lead to poor learning: See experiments by Shea & Kohl (1990. 1991); Travlos (1999)

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• Extended practice of relatively simple skills resulted in learners not continuing to engage in appropriate amounts of cognitive effort ( Lee et al.1994) • Extended practice of the same relatively simple movement results in decreased capability to remember the movement as well as to transfer to a movement variation Indicates need for practice variability.

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2. What would account for these types of results?

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What are some sources of task-intrinsic feedback?

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• Tactile • Proprioceptors • Auditory • Visual

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• If you're throwing baseballs, and you have to throw one at 97mph, you need someone to tell you how close you are to 97.

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essential for skill learning

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• If you're playing darts, and someone tells you that you missed the bullseye, you don't need someone to tell you because you can see it for yourself

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it may not be necessary for skill learning

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• People who are learning to play golf have the coach tell them where to place their hands. This could reinforce what the participant's proprioceptors are telling his body

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can enhance skill learning beyond what is possible without augmented feedback

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__________ on every trial guides the learner to successful performance that results in _____due to acquiring a ____ on augmented feedback which leads to poor performance of the skill without it

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Augmented feedback on every trial guides the learner to successful performance that results in poor learning due to acquiring a dependency on augmented feedback which leads to poor performance of the skill without it

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• Research shows that more _____ is better for learning and performance in future "test" situations than _______

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• Research shows that more practice variability is better for learning and performance in future "test" situations than less variability

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• Practice variability benefit can be related to the ___________of performance error during practice

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• Practice variability benefit can be related to the increased amount of performance error during practice

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Contextual interference is the _________ that results form performing variations of a skill within the context of practice

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Contextual interference is the memory and performance disruption that results form performing variations of a skill within the context of practice

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o Various amounts of contextual interference can occur during ___ depending on the _____ of the practice variability

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o Various amounts of contextual interference can occur during practice depending on the scheduling of the practice variability

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• The "contextual interference effect" occurs when_____ involve higher rather than ____ amounts of contextual interference

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• The "contextual interference effect" occurs when practice schedules involve higher rather than lower amounts of contextual interference

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o Performance during practice ____ them to judge the are learning more than they actually are

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o Performance during practice misleads them to judge the are learning more than they actually are

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Random schedule

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High

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Block schedul

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Low

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Serial schedule

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Middle

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• Research shows much support for the_____but also shows that it does not apply to all motor skill learning situations

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• Research shows much support for the contextual interference effect but also shows that it does not apply to all motor skill learning situations

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• Characteristics related to the limits of the effect:

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o Motor skill characteristics o Learner characteristics

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Elaboration hypothesis: the effect is related to the elaboration of the _____ of the skill variations that a learner is practicing

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Elaboration hypothesis: the effect is related to the elaboration of the memory representation of the skill variations that a learner is practicing

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Can memorize a block schedule

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Elaboration hypothesis

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Cannot memorize a random schedule

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. Action Plan Reconstruction Hypothesis:

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. Action Plan Reconstruction Hypothesis: high amounts of ___ benefit learning because the interference requires a person to reconstruct an action plan on ______ for each skill variation

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. Action Plan Reconstruction Hypothesis: high amounts of contextual interference benefit learning because the interference requires a person to reconstruct an action plan on subsequent practice trials for each skill variation

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Higher levels of contextual interference involves ____________ during practice

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Higher levels of contextual interference involves greater attention demands during practice

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People who practice according to a _________ tend to overestimate how well they are learning during practice

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People who practice according to a blocked schedule tend to overestimate how well they are learning during practice

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• Overlearning: continuation of practice ___________needed to achieve a certain performance criterion

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• Overlearning: continuation of practice beyond the amount needed to achieve a certain performance criterion

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• Research has shown that overlearning can have a_________for motor learning skills

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• Research has shown that overlearning can have a positive influence on retention performance for motor learning skills

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o Research has found ___________ amount of extra practice

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o Research has found point of diminishing returns for amount of extra practice

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