Augmented Feedback

1. 1 Augmented Feedback Chapter 15

2. 1 Feedback types • After performance… • Sensory feedback (Task-intrinsic) • Visual • Proprioceptive • Auditory • Tactile • Augmented feedback (Task-extrinsic) • Knowledge of results (KR): information about the outcome • Knowledge of performance (KP): information about the movement

3. 1 Relative importance of feedback • Sometimes it’s essential for learning • Critical feedback needed for learning is not “available” or not interpretable for whatever reason • Unseen target • Disease/disability - loss of sensation • Task-intrinsic feedback is there, but can’t be understood (timing)

4. 1 Relative importance of feedback • Sometimes it may not be needed • Sensory feedback available, understood, and usable • Duplicating information that is already available • E.g. Saying “you hit it” when the person can clearly see they did (not only redundant, but annoying)

5. 1 Relative importance of feedback • Sometimes it may enhance learning • They can learn without it, but it speeds up learning • Complex skills requiring new patterns of multi-limb coordination • Aids the search through the “perceptual-motor workspace” (directs attention, aids in cue usage and so on) • E.g. golf shots, most sports skills • We’ll discuss this more towards the end of this slide set

6. 1 Relative importance of feedback • It may even make things worse • Feedback after every trial (guidance hypothesis, see later) • Concurrent feedback (but again see later) • In both cases, the idea is that there’s an inappropriate amount of attention paid to the augmented feedback

7. 1 KR & KP – the lab & the “real world” • Teachers & coaches use KP almost exclusively • Motor learning research has been founded mostly on KR • Problem (generalization)? • Maybe – needs to be borne in mind for the next few slides

8. 1 The “small & simple” paradigm • Principle 1: Feedback must be prescriptive for folk to learn from it, so we need to study it in such situations • Principle 2: the task must be simple enough that folk can learn it in the time available, so that we can say something about learning • The “small and simple” paradigm met both these objectives by: • Using simple tasks that only required a small amount of practice to learn • Using tasks where feedback was essential to learning (so feedback was prescriptive), and examining how different doses of feedback affected learning

9. 1 The “small & simple” paradigm • Feedback is prescriptive: provides guidance towards correct performance

10. 1 2 The “small & simple” paradigm • The guidance hypothesis…why does this happen?