Frequency and precision of feedback and the adaptive process of learning a dual motor task

Cássio Miranda Meira Junior,Go Tani,José Antonio Ribeiro Maia

doi:10.1590/s1807-55092012000300011

Cássio Miranda Meira Junior, Go Tani + Show 1 more

Open Access

https://doi.org/10.1590/s1807-55092012000300011

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Abstract

This work investigated the effects of frequency and precision of feedback on the learning of a dual-motor task. One hundred and twenty adults were randomly assigned to six groups of different knowledge of results (KR), frequency (100%, 66% or 33%) and precision (specific or general) levels. In the stabilization phase, participants performed the dual task (combination of linear positioning and manual force control) with the provision of KR. Ten non-KR adaptation trials were performed for the same task, but with the introduction of an electromagnetic opposite traction force. The analysis showed a significant main effect for frequency of KR. The participants who received KR in 66% of the stabilization trials showed superior adaptation performance than those who received 100% or 33%. This finding reinforces that there is an optimal level of information, neither too high nor too low, for motor learning to be effective.

Highlights

Feedback has been considered a fundamental component of the motor learning process (MAGILL, 2007; SCHMIDT & LEE, 2011; SCHMIDT & WRISBERG, 2008)
The examination of knowledge of results (KR) still remains strong and the findings indicate that integral KR is only effective in very special conditions, for example, on initial stages of learning complex motor skills (GUADAGNOLI & LEE, 2004; SHEA & WULF, 2005)
There were no differences among groups in the force requirement of the task, the participants who received 66% of KR about distance in the practice phase showed enhanced immediate adaptation performance

Summary

Introduction

Feedback has been considered a fundamental component of the motor learning process (MAGILL, 2007; SCHMIDT & LEE, 2011; SCHMIDT & WRISBERG, 2008). By the time closed-loop (ADAMS, 1971) and schema (SCHMIDT, 1975) theories were proposed, the main rule when providing KR was “more is always better” to the formation of cognitive structures (traits and schemas, respectively). These theories have triggered several upcoming studies on KR, especially regarding its schedule (frequency), precision and temporal locus. The paper of SALMONI, SCHMIDT and WALTER (1984) can be considered a milestone in the motor learning field because it sparked a flurry of studies (for reviews, see ADAMS, 1987; SWINNEN, 1996; WULF & SHEA, 2004; WULF, SHEA & LEWTHWAITE, 2009) which reexamined classical KR factors (i.e., precision, schedules, temporal locus, interpolation of activities during intervals), and investigated new KR variables (i.e., erroneous, bandwidth, and self-controlled).

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