augmented feedback
-what is it
information provided to the learner from an external source to supplement movement-produced feedback
augmented feedback
-when is it necessary
when
- sensory pathways are impaired
- sensory information is not available
- intrinsic feedback is available but performer cannot use it (due to lack of experience)
augmented feedback
-when is it not necessary
skills have detectable external reference
3 primary positive roles of augmented feedback
motivation
-helps make practice less boring and repetitive
reinforcement
-positive (reward, praise)
-negative (removal or avoidance of negative consequences
error correction/guidance
-provide information for correction of performance errors
-may include description of correct/incorrect aspects or outcome
-can be a prescription for how to fix errors
major questions to consider regarding augmented feedback
how does it enhance learning?
how can it hinder learning?
what are the best ways to give feedback?
when are the best times to give feedback?
categories for delivering optimal feedback
content of FB
schedule of FB
timing of FB
FB content
- _____ vs. _____
- knowledge of results (KR)
- -verbal vs. visual/auditory
- -types
goal vs. movement knowledge of results -externally presented information about the outcome of performing a skill or achieving the goal of the performance -usually verbal > visual/auditory --accuracy --distance --time --force
KR
- KR is sometimes _____
- -why?
- -advantage
KR is sometimes redundant
- performed can often see/feel/hear the outcome
- -if performer cannot see and/or feel the outcome, KR is necessary
- major advantage of redundant KR
- -KR can confirm the learner’s own assessments
KR key principle
some information relative to goal achievement must be received, either through inherent sources or augmented sources for any learning to occur
knowledge of performance (KP)
- what is it?
- types
information about the movement that describes what is observed without reference to goal or outcome
- kinematic (velocity, displacement)
- kinetic (dynamometer)
- muscle activity
FB content
-descriptive vs. prescriptive
descriptive
-reports observation, with no advice on how to improve
-use during associative
prescriptive
-includes advice on how to do the task the next time
-uses attentional cueing to focus learner’s attention to most pertinent information to correct the error
-use more during cognitive
FB content
-level of precisiton depends on…
learner’s skill
application of FB content
- which is better (prescriptive vs. descriptive)
- if goal is to facilitate skill acquisition, give info about…
- if goal is to confirm progress or encourage persistence, focus on…
- FB precision: consider…
which is better -consider skill level -prescriptive in the beginning -descriptive once the skill is learned goal: skill acquisition -give info about performance error goal: confirm progress -focus on achievement and successful features of attempt precision -consider skill level of learner -early --> general info is ok -more advanced learner --> more precise better
schedule of FB
-historically, it was thought…
the more frequently feedback was given to a learner, the greater the learning gains
-false
100% KR vs. 50% KR: comparision during
- acquisition
- immediate retention
- delayed retention
acquisiton -similar immediate -50% a little better delayed -50% much better
schedule of FB: guidance hypothesis
- feedback can…
- too much FB can…
- -why?
- reduced schedule encourages…
FB can guide learner in correction of performance errors, but…
too much FB can have detrimental effect
-learner may begin to rely on it
-abandon processing of other information
-become passive listener, not active problem solving
reduced schedule encourages reflective thinking
schedule of FB
-feedback reduction strategies
faded FB summary of FB average FB bandwidth FB learner-regulated FB
faded frequency FB
higher frequency KR/KP provided early in acquisition (i.e. early cognitive phase); gradually withdrawn in later cognitive associative phases
summary schedule FB
summary of performance given after learner has completed a given number of trials
shown to have beneficial impact on learning, but optimal number of trials summarized is not fully known (may be a function of task complexity)
average FB
- what is it
- example
learner received feedback after a certain number of attempts (similar to summary FB)
FB will be average performance in the series, instead of FB about each trial
example
-teaching patient to rise from chair using walker
-FB given after every 5th attempt
-many mistakes but FB given only about most common tendency, e.g. pulling up on the walker while rising
summary vs. average
summary
-account of each trial
average
-patterns
bandwidth FB
a range of “correctness” of movement is predetermined (positive or negative)
feedback given only on trials where error falls outside this range
bandwidth FB
- benefit
- PT may adjust bandwidth as…
- learner receives positive reinforcement on trials…
benefit is that feedback is systematically reduced according to learner’s proficiency
PT may adjust bandwidth as patient learns task
learner receives positive reinforcement on trials that fall within the bandwidth, strengthening the successful behavior
bandwidth FB
- interesting clinical problem
- how can this be countered?
may experience communication problem or perception of failure to give assistance
-when bandwidth combined with questions to learner, outcomes were improved
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Memory30
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Influence of Sleep and Exercise on Memory and Learning17
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AEP Measure of Motor Performance and Learning19
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Learning Assessment and Instruction15
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Designing the Learning Environment25
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Principles of Practice67
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Augmented Feedback45
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Information Processing in Motor Learning and Control45
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Motor Control I29
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Behavioral Theories of Motor Control48
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Motor Control III43
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Heart and Lung Transplants/Rehab65
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Motor Control IV56
