Knowledge of results and motor learning: A review and critical reappraisal.

Abstract

Previous analyses of knowledge of results (KR) and motor learning have generally confounded the transient performance effects as shown when KR is present and the relatively permanent (i.e., learned) effects that we argue should be evaluated on a transfer test without KR. In this review, we classify investigations according to this distinction, and a number of new relations emerge between KR and both learning and performance. In addition to the motivational and associational roles of KR, we emphasize that it also acts as guidance, enhancing performance when it is present but degrading learning if it is given too frequently.

Complimentary lower-level and higher-order systems underpin imitation learning

“…The lack of difference between the 11 high frequency KR and control groups indicates these higher-order cognitive processes were not 12 effectively acquired, and subsequently transferred in imitation, when participants were able to rely on 13 KR to correct their motor response between trials in motor training (Salmoni, et al, 1984;Swinnen, 14 1990). 15…”

“…The retention effects are 24 suggested to be underpinned by learning processes that are developed during no-KR trials (e.g., inter-25 trial processing) where performers operationalise (Salmoni, et al, 1984;Schmidt, et al, 1989; 26 Winstein & Schmidt, 1990) self-generated, higher-order attention demanding processes associated 27 with detecting, estimating, and correcting response produced errors. 28 7…”

Aprendizaje Motor y Realimentación.

“…Cuando el ser humano practica y aprende una habilidad, nunca vuelve a ser la misma persona que era antes (Salmoni, Schmidt y Walter, 1984). Así, el aprendizaje tiene el efecto de cambiar al aprendiz (así sea ligeramente), en una relativa forma permanente.…”

Review article: Simulation in anesthesia: state of the science and looking forward

“…To understand how to provide optimal debriefing and feedback, research is needed that looks at the structure and content of debriefing and is based on decades of inquiry from cognitive and motor learning sciences. 22,114,115 Research into the effectiveness of simulation has also been directed towards the individual. More recently, however, there has been greater interest in team training and assessment of team performance.…”