Summary and Frequency of KR Presentation Effects on Retention of a Motor Skill

Abstract

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).

Effectiveness of knowledge of result and knowledge of performance in the learning of a skilled motor activity by healthy young adults

“…learning) changes in performance, especially in motor learning. Sidaway B et al 23 ) reported that even though all their study groups improved with practice, the immediate KR group performed better than the other groups. John Liu & Craig A. Wrisberg 24 ) also concluded that KR is an effective method of feedback for improving the motor skills of the subjects.…”

Effect of tutorial input in addition to augmented feedback on manual dexterity training and its retention

“…Thus, both training groups showed a learning‐specific effect, relative to the control group. They were able to produce the acquired skill in the absence of feedback at immediate and delayed retention (12, 13). This result was partially in disagreement with previous findings on the effect of augmented visual feedback during manual dexterity training (6).…”

A Comparison of Manual Guidance and Knowledge of Results in the Learning of a Weight-bearing Skill

“…High KR presentation frequencies guide the learner during acquisition, resulting in poorer retention performance when compared to learners given a lower frequency of KR presentation during acquisition. 18 Researchers have tested the predictions of this KR guidance hypothesis in healthy subjects by reducing the frequency of KR during acquisition. These investigations have typically revealed beneficial learning effects of lower acquisition frequencies of KR.…”