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Augmented Kinematic Feedback for Motor Learning.

D. E. Young1, R. A. Schmidt

  • 1Department of Physical Education, California State University, Long Beach, CA 90840, USA.

Journal of Motor Behavior
|September 1, 1992
PubMed
Summary
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This study shows that spatial kinematic feedback is more effective for skill learning than temporal feedback. Averaged feedback schedules also improve learning and retention compared to feedback after every trial.

Area of Science:

  • Motor Learning
  • Skill Acquisition
  • Human Movement Science

Background:

  • Knowledge of results (KR) is crucial for augmented information feedback in simple skills.
  • Generalizability of KR findings to complex learning situations is questionable.
  • Augmented kinematic feedback on movement patterns may be more suitable for skill learning.

Purpose of the Study:

  • To extend findings on KR to kinematic feedback paradigms.
  • To investigate the effectiveness of spatial and temporal kinematic information in learning.
  • To analyze the impact of different augmented kinematic feedback schedules on skill acquisition.

Main Methods:

  • Experiment 1: Assessed spatial and temporal kinematic variables supplementing KR.
  • Experiment 2: Contrasted averaged feedback schedules (every trial vs. every five trials) for kinematic feedback.

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  • Retention tests were conducted without feedback at 1 day and 1 week post-acquisition.

    • Main Results:

    • Spatial kinematic variables were more effective than temporal variables for learning.
    • Averaged feedback schedules enhanced performance in retention tests compared to every-trial feedback.
    • Kinematic feedback influenced learning similarly to KR in previous studies.

    Conclusions:

    • Spatial kinematic information is superior to temporal information for skill learning.
    • Averaged schedules of augmented kinematic feedback promote better long-term learning and retention.
    • Kinematic feedback variables are beginning to be defined, showing parallels with KR effects.