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On processing the information from knowledge of results.
1a Department of Psychology , University of Illinois at Urbana-Champaign.
Journal of Motor Behavior
|August 22, 2013
Summary
Cognitive learning theories assume active processing of knowledge of results (KR). However, motor skill studies show conflicting data, possibly due to methodological issues in analyzing KR processing.
Area of Science:
- Cognitive Psychology
- Motor Learning
- Educational Psychology
Background:
- Cognitive theories of learning posit that learners actively engage with knowledge of results (KR).
- This active processing assumption is fundamental to understanding skill acquisition.
- However, empirical evidence in motor skill learning contexts has been inconsistent.
Purpose of the Study:
- To critically examine existing studies on the processing of knowledge of results (KR) in motor skill learning.
- To identify and discuss methodological limitations that may explain conflicting research findings.
- To clarify the role of active KR processing in motor skill acquisition.
Main Methods:
- Systematic review and critical analysis of published research on KR processing in motor skills.
- Examination of experimental designs and data interpretation in studies yielding equivocal results.
- Discussion of potential confounding variables and methodological flaws.
Main Results:
- Conflicting data exists regarding the active processing of KR in motor skill learning.
- Methodological issues in previous studies may have led to ambiguous findings.
- The post-KR period presents challenges in accurately measuring cognitive engagement with feedback.
Conclusions:
- The assumption of active KR processing in motor learning requires further rigorous investigation.
- Addressing methodological shortcomings is crucial for resolving inconsistencies in the literature.
- Future research should focus on developing refined methods to assess cognitive engagement with KR.
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