The Post Knowledge of Results Interval: Effects of Interpolated Activity on Cognitive Information Processing

Abstract

The present study investigated the effects of interpolated activity on the cognitive information processing operations occurring during the post knowledge of results (KR) interval. Eighty right-handed subjects were randomly assigned to four post-KR interval activity groups and required to complete the McCloy blocks test of multiple response to a criterion of three consecutive errorless trials in less than 35 sec each. The four post-KR intervals included: (1) interfering verbal cognitive activity, (2) attention-demanding verbal activity, (3) attention-demanding motor activity, or (4) rest. Orthogonal planned comparisons indicated that the post-KR interval activity groups differed from the rest group on the acquisition of the criterion task. Comparisons of verbal versus motor, and of interfering verbal cognitive versus attention-demanding verbal activities revealed no significant findings. Additional findings indicated no significant relationship between criterion and interpolated activity performance. Discussion centered on the role of KR in hypothesis selection and evaluation during the post-KR interval, and on the debilitating effects of interpolated activity on this process.     

Validity of Palpation Recovery Pulse Rate to Estimate Exercise Heart Rate Following Four Intensities of Bench Step Exercise

Abstract

Previous investigations regarding activity during the post-knowledge of results (KR) interval have considered the performance of interference groups over KR-supplied acquisition trials as indicative of effects upon learning. The absence of transfer tests in these studies, however, preclude such an assumption. Indeed, the use of a retention test in the present investigation (no-KR trials following an interpolated phase) provided evidence suggesting that, while activity during the post-KR interval is detrimental to performance, no such assumption can be made regarding this effect upon learning. These findings are discussed relative to recent arguments that some of the commonly accepted “Laws of KR” may be contradictory when applied simultaneously to motor learning and performance.     

The effects of different knowledge of results spacing and summarizing techniques on the acquisition of a ballistic movement

The present study crossed three knowledge of results summarizing techniques (single-trial KR, summary KR, and average KR) with two spacing conditions (KR on every fifth trial-20%- and KR on every trial-100%). Participants (n = 10 per group) performed 80 acquisition trials of a ballistic movement task involving both a temporal and spatial goal, followed by 30 immediate (10 min) and 30 delayed (2 days) no-KR transfer trials. For the spatial goal, performance was less accurate (absolute constant error) for the 20% spacing condition than the 100% condition during acquisition, but more accurate during delayed transfer. No effects were significant for variable error. For the temporal goal, performance was more accurate for the summary and average conditions than the single-trial KR condition; however, this effect was only present within the 20% spacing condition and only during Block 1 of acquisition. A similar effect held for variable error as well, except that the effect persisted for acquisition and transfer. It was concluded that the spacing of KR is more influential in promoting spatial accuracy than the summarizing of KR.     

The Effect of Knowledge of Results Delay and the Subjective Estimation of Movement Form on the Acquisition and Retention of a Motor Skill

Abstract

This study examined the effects of knowledge of results (KR) delay and subjective estimation of movement form on the acquisition and retention of a motor skill. During acquisition, four groups of participants performed 60 trials of a throwing accuracy task under the following conditions: (a) immediate KR, (b) delayed KR, (c) immediate KR + form estimation, and (d) delayed KR + form estimation. Retention tests of throwing accuracy and outcome error estimation in the absence of visual KR were administered 5 min and 24 hours following acquisition. Throwing accuracy was significantly higher during acquisition but significantly lower during retention for immediate-KR participants than for delayed-KR participants. However, participants who estimated their movement form during acquisition produced significantly higher throwing accuracy and lower estimation error during retention than those who did not.     

Decreasing the Proportion of Self-Control Trials During the Acquisition Period Does Not Compromise the Learning Advantages in a Self-Controlled Context

The present experiment examined the learning effects of participants self-controlling their receipt of knowledge of results (KR) on all or half of their acquisition trials (50%). For participants who were provided 50% self-control, the first half of their acquisition period consisted of receiving KR on all trials, or according to a faded-KR schedule. Participants practiced a sequential timing task. The results showed that independent of practice condition, participants who self-controlled their KR during the acquisition period demonstrated superior performance compared to the respective yoked conditions in the retention and transfer portion of the experiment. These results extend previous research by suggesting that decreasing the proportion of self-control trials does not compromise learning in a self-controlled context.     

Decreasing the proportion of self-control trials during the acquisition period does not compromise the learning advantages in a self-controlled context

The present experiment examined the learning effects of participants self-controlling their receipt of knowledge of results (KR) on all or half of their acquisition trials (50%). For participants who were provided 50% self-control, the first half of their acquisition period consisted of receiving KR on all trials, or according to a faded-KR schedule. Participants practiced a sequential timing task. The results showed that independent of practice condition, participants who self-controlled their KR during the acquisition period demonstrated superior performance compared to the respective yoked conditions in the retention and transfer portion of the experiment. These results extend previous research by suggesting that decreasing the proportion of self-control trials does not compromise learning in a self-controlled context.     

The Role of Interference and Task Similarity on the Acquisition,Retention, and Transfer of Simple Motor Skills

Abstract

The aim of the present study was to determine if two levels of task similarity influenced acquisition, retention, and transfer performance of three simple motor skills. Sixty right-handed subjects were randomly assigned to one of five (n = 12) experimental conditions. Each subject performed 72 trials during acquisition. Twenty-four trials were recorded for each movement task. Following a 5-min unfilled retention interval, subjects performed 4 trials on each task before completing 12 transfer trials of a novel movement. Contextual interference effects for acquisition and retention were supported for low but not high similarity tasks. Further, the results suggest that a different memory representation exists for high and low similarity tasks.     

Precision Knowledge of Results and Motor Performance: Relationship to Age

In motor skill performance and retention the complexity of knowledge of results should interact with the child's processing rate. This rate has been demonstrated to increase with age. Two experiments were designed to assess this hypothesis. In Experiment 1, 30 7-year-old and 30 10-year-old boys were randomly assigned within age level to three knowledge of results (KR) conditions: no KR, general KR, and precise KR. Performance was assessed on a vertical positioning task at two angles, 60° and 100°, for 10 performance trials. The preciseness of KR interacted with age and the degree of the angle, indicating that at the more difficult angle (60°) preciseness may have been detrimental to the performance of the 7-year-olds but beneficial to the 10-year-olds. At the easier angle (100°), precise KR improved performance for both age groups. In Experiment 2, 27 second-grade and 27 fourth-grade children were randomly assigned within age groups to the same three levels of KR preciseness. A horizontal curvilinear positioning task was used as the motor task and subjects were given 40 acquisition and 19 KR withdrawal trials. Results suggested that while KR was better than no KR during learning, the level of KR preciseness was of minor importance. However, the preciseness of KR during acquisition was of considerable value after KR was withdrawn (retention phase). The older children were able to use more precise KR to form a perceptual trace more resistant to forgetting, while the younger children were unable to use the additional information contained in precise KR.     

主观估计错误活动、结果反馈时机与运动技能的学习

采用键盘敲击任务探讨学习者主观估计错误活动、结果反馈时机(knowledge of results,简称KR)对运动技能学习的影响.抽取90名右利手的在校大学生,随机分为:主观估计无KR组、主观估计及时KR组、主观估计延迟KR组,算术活动无KR组,算术活动及时KR组,算术活动延迟KR组(组间性别均衡设计).主观估计错误活动组在练习间以口头报告的形式评估自己刚才操作总时间的误差,算术活动组按照实验员的要求进行数字算术口头运算.无KR组不提供KR,及时KR组在主观估计错误活动或算术活动后即刻获得KR,延迟KR组则延迟4s获得KR.第1-2天,6组受试者在各自的条件下分别练习,每天练习108次.第3天,练习后,休息10min,使用原任务进行保持测试10次,要求受试者每次测试后口头报告自己操作的总时间.第4天,使用原任务进行保持测试10次,要求受试者每次测试后口头报告自己操作的总时间.结果显示:(1)练习后从事主观估计错误活动,并能及时获得KR的学习者,保持测试的绩效最好;(2)主观估计错误活动影响提供KR的适宜时机.     

Children and Fitness: A Public Health Perspective,Reaction to the Reactions

The purpose of this experiment was to determine whether a faded knowledge of results (KR) frequency during observation of a model's performance enhanced error detection capabilities. During the observation phase, participants observed a model performing a timing task and received KR about the model's performance on each trial or on one of two trials. Delayed retention and transfer tests were used to assess the observer's ability to detect error in the model's performance and in the participant's performance while physically practicing the task. Results indicated a beneficial effect of a reduced KR frequency for performance stability and the ability to detect errors in both the model and the participant's own performance. The results suggest that aspects of the processing mechanism(s) developed in observational learning and related to KR are probably similar to those developed through physical practice.     

Composition of Practice: Influence on the Retention of Motor Skills

Abstract

The purpose of these experiments was to investigate further the variable practice effect found by Shea and Kohl (1990). Experiment 1 was an initial attempt to determine the locus of the retention benefits demonstrated by subjects provided variable practice experiences. All groups received 20 acquisition blocks consisting of five test trials per block at a target of 150 N. The interval between test trials was either unfilled or filled, with additional trials consisting of the same target force, variable target forces, or practice on an unrelated motor task. The results indicated retention was not incremented (relative to an unfilled interval) by requiring subjects to perform an unrelated motor task in the intertest–trial interval. However, when the intertest–trial interval was filled with practice on related motor tasks, retention was significantly improved. Experiment 2 assessed the impact of increasing the number of related motor tasks interpolated between test trials. The results indicated filling the intertest–trial interval with one motor task resulted in large retention benefits relative to an unfilled interval. Further increases in the number of related motor tasks (3) interpolated between test trials resulted in only modest increments to retention. The results were consistent with the elaboration perspective proposed by Shea and Zimny (1983). The elaboration perspective proposes that the simultaneous presence of related items in working memory facilitates interitem elaborative and distinctive processing that ultimately results in retention benefits.     

Error detection processes during observational learning

The purpose of this experiment was to determine whether a faded knowledge of results (KR) frequency during observation of a model's performance enhanced error detection capabilities. During the observation phase, participants observed a model performing a timing task and received KR about the model's performance on each trial or on one of two trials. Delayed retention and transfer tests were used to assess the observer's ability to detect error in the model's performance and in the participant's performance while physically practicing the task. Results indicated a beneficial effect of a reduced KR frequency for performance stability and the ability to detect errors in both the model and the participant's own performance. The results suggest that aspects of the processing mechanism(s) developed in observational learning and related to KR are probably similar to those developed through physical practice.     

The role of interference and task similarity on the acquisition, retention, and transfer of simple motor skills

The aim of the present study was to determine if two levels of task similarity influenced acquisition, retention, and transfer performance of three simple motor skills. Sixty right-handed subjects were randomly assigned to one of five (n = 12) experimental conditions. Each subject performed 72 trials during acquisition. Twenty-four trials were recorded for each movement task. Following a 5-min unfilled retention interval, subjects performed 4 trials on each task before completing 12 transfer trials of a novel movement. Contextual interference effects for acquisition and retention were supported for low but not high similarity tasks. Further, the results suggest that a different memory representation exists for high and low similarity tasks.     

Increased cognitive load during acquisition of a continuous task eliminates the learning effects of self-controlled knowledge of results

ABSTRACT

Previous research has demonstrated that providing learners with self-control over some aspect of practice enhances motor learning (for a review see Wulf, 2007). One explanation for the self-control effect is that learners engage in deeper information processing when they are allowed to make choices during practice. Recent research has supported this line of thinking by showing that the self-control effect was eliminated for learners who engaged in a cognitive load task during the interval following completion of discrete task trials (Carter & Ste-Marie, 2017). The current study tested the effects of imposing a cognitive load task during the completion of continuous task trials. Participants (N = 48) were divided into self-control (SC), self-control with load (SCL), and two corresponding yoked (YK, YKL) groups. Participants learned a continuous tracing task and then performed 24-hour retention and transfer tests. Retention and transfer test movement times were significantly faster for SC compared to YK participants within the No Load condition but did not differ between these participants within the Load condition. Errors were similar among all groups in retention and transfer. These results provide support for the importance of information processing in regards to the self-controlled learning benefit.     

Self-controlled amount and pacing of practice facilitate learning of a sequential timing task

ABSTRACT

Allowing learners to control the number of practice trials has been shown to facilitate motor learning (Lessa & Chiviacowsky, 2015; Post et al., 2011; 2014). However, it is uncertain the extent to which prior findings were influenced by the combined effects of allowing participants to control both the pacing- and amount-of-practice. The present study examined the independent effects of self-controlled amount- and pacing-of-practice on learning a sequential timing task. Participants were assigned to a self-controlled-amount-of-practice (SCA), self-controlled-pacing-of-practice (SCP), yoked-amount-of-practice (YKA), or a yoked-pacing-of-practice (YKP) group. Participants completed acquisition, immediate retention/transfer and delayed retention/transfer. During acquisition, SCA controlled the number of acquisition blocks completed with a fixed inter-trial interval while SCP controlled the inter-trial interval with a fixed number of blocks. Yoked groups were matched to a self-control counterpart so the amount (YKA) and pacing (YKP) were equivalent. Self-control groups demonstrated lower absolute constant error during immediate-retention and lower absolute constant error and variable error during delayed retention (p < .05). For intrinsic motivation, SCA scored significantly higher than SCP for the subscale Interest/Enjoyment (p < .05). Findings indicated that self-control, regardless of type, facilitated motor learning. Further work is needed to continue to examine the relationship between controlling the amount and pacing of practice on skill acquisition.     

Summary and frequency of KR presentation effects on retention of a motor skill

This experiment investigates the recent proposal of Schmidt, Young, Swinnen, and Shapiro (1989) that summary knowledge of results (KR) improves skill retention. In Schmidt et al.'s experiment, however, summary length varied concomitantly with the frequency of KR presentation. The current investigation held KR presentation frequency constant while manipulating the number of trials seen in the summary KR display. Subjects were required to perform a timing task on a linear slide. Five groups (n = 12) of subjects participated in acquisition trials then in 10-min and 2-day delayed no-KR retention tests. In 4 conditions, subjects completed each acquisition block without any KR, but following each block they received KR on either 15, 7, 3, or 1 of the 15 trials performed in that block. In the final condition subjects received immediate KR. Analysis of the absolute constant error (magnitude of CE) data for acquisition revealed all groups improved with practice and the immediate KR group performed better than all the summary groups which in turn did not differ significantly. Analysis of the magnitude of CE retention data found performance to be worse on the 2-day retention test for all groups. The effect of condition was significant. The 1/1 group had lower error scores than all other groups, which in turn were not significantly different. Analyses of variable error (VE) revealed only that VE decreased with practice. These findings suggest frequency of KR presentation may be the basis for the summary KR effect found by Schmidt et al. (1989).     

Time series analysis of knowledge of results effects during motor skill acquisition

Time series analysis was used to investigate the hypothesis that during acquisition of a motor skill, knowledge of results (KR) information is used to generate a stable internal referent about which response errors are randomly distributed. Sixteen subjects completed 50 acquisition trials of each of three movements whose spatial-temporal characteristics differed. Acquisition trials were either blocked, with each movement being presented in series, or randomized, with the presentation of movements occurring in random order. Analysis of movement time data indicated the contextual interference effect reported in previous studies was replicated in the present experiment. Time series analysis of the acquisition trial data revealed the majority of individual subject response patterns during blocked trials were best described by a model with a temporarily stationary, internal reference of the criterion and systematic, trial-to-trial variation of response errors. During random trial conditions, response patterns were usually best described by a "White-noise" model. This model predicts a permanently stationary, internal reference associated with randomly distributed response errors that are unaffected by KR information. These results are not consistent with previous work using time series analysis to describe motor behavior (Spray & Newell, 1986).     

Composition of practice: influence on the retention of motor skills

The purpose of these experiments was to investigate further the variable practice effect found by Shea and Kohl (1990). Experiment 1 was an initial attempt to determine the locus of the retention benefits demonstrated by subjects provided variable practice experiences. All groups received 20 acquisition blocks consisting of five test trials per block at a target of 150 N. The interval between test trials was either unfilled or filled, with additional trials consisting of the same target force, variable target forces, or practice on an unrelated motor task. The results indicated retention was not incremented (relative to an unfilled interval) by requiring subjects to perform an unrelated motor task in the intertest-trial interval. However, when the interest-trial interval was filled with practice on related motor tasks, retention was significantly improved. Experiment 2 assessed the impact of increasing the number of related motor tasks interpolated between test trials. The results indicated filling the intertest-trial interval with one motor task resulted in large retention benefits relative to an unfilled interval. Further increases in the number of related motor tasks (3) interpolated between test trials resulted in only modest increments to retention. The results were consistent with the elaboration perspective proposed by Shea and Zimny (1983). The elaboration perspective proposes that the simultaneous presence of related items in working memory facilitates interitem elaborative and distinctive processing that ultimately results in retention benefits.     

The Role of the Components of Knowledge of Results Information in Error Correction

Abstract

The purpose of this study was to determine the usefulness of the components of a knowledge of results (KR) statement for organizing response correction. Forty-eight subjects learned to move a handle to a criterion location on a linear positioning apparatus. Error direction and distance components of the KR statement were manipulated across four independent groups. Two 4 × 15 Analyses of Variances were calculated on absolute error (AE) and constant error (CE) scores. The groups main effect, trials main effect, and the interaction groups × trials effect were significant for both analyses. Groups receiving directional information were more accurate in error correction than was the distance only group. Manipulation of distance information also influenced error correction on the initial trials. The results were interpreted as an indication that the learner's initial error corrections are based on directional information and that the distance of the error information which initially lacks meaning interferes with initial response accuracy.     

On Publishable Research Articles

To assess the role of qualitative knowledge of results (KR) in children's motor learning, four-year-old subjects performed a linear positioning task. Children were divided into three groups, each varying on KR precision. A significant reduction in variable error (p < .05) over trials seemed to indicate that children can utilize KR to become more consistent in learning. No significant differences were found among the three KR groups; however, the most precise KR condition tended to show fewer errors than the least precise KR condition. Some recommendations for future research are discussed.