Effect of reducing frequency of augmented feedback on manual dexterity training and its retention

Learning Lumbar Spine Mobilization: The Effects of Frequency and Self-Control of Feedback

“…Generally, the motor-learning literature supports the notion that intermittent feedback enhances retention of learning more than constant feedback. 23,31,34,56,60,64 However, the results of studies have been inconsistent for various motor tasks, 53,61,66,69 indicating that feedback frequencies may not be generalizable to different tasks and that other factors, such as task complexity and the ability of individual learners, need to be considered.…”

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

“…Students exposed to continuous augmented feedback (versus intermittent) for several training sessions performed significantly less in both the short-and long-term retention task. 29 It is therefore possible that the volume of training involved in the present study or the relevance of the feedback provided (peak force) was insufficient to facilitate the development of a detailed internal motor representation.…”

“…Secondly, the current experiment only investigated the effects of short augmented feedback training sessions. In a study exploring the effect of the impact of the frequency of tutorial-enriched augmented visual feedback in novice dental students, Wierinck et al (2006), 29 observed the positive effects of reducing augmented feedback frequency. Students exposed to continuous augmented feedback (versus intermittent) for several training sessions performed significantly less in both the short-and long-term retention task.…”

Effects of Online Sensory Feedback Restriction during the Training on Immediate and Long-Term Learning on a Finger Opposition Tapping Task

“…have confirmed that both visual and tactile feedback are fundamental in learning new skills (Blank, Heizer, & von Voss, 1999;Land, 2006;Schween, Taube, Gollhofer, & Leukel, 2014). Nevertheless, recent studies have called into question whether online feedback is, in fact, fundamental to the learning process (Wierinck, Puttemans, & van Steenberghe, 2006;Wu et al, 2011). Studies showing that (1) patients with sensory impairments do not show difficulty learning new motor skills (Missaoui & Thoumie, 2013;Riva et al, 2014); (2) untrained segments are able to improve their performance on a new motor skill after the training of a distinct body segment, therefore, without online sensory feedback (Harley & Prilutsky, 2012), and (3) learning by mental practice (Gentili, Papaxanthis, & Pozzo, 2006;Schuster et al, 2011), i.e.…”