Knowledge Of Performance Feedback Research Articles

Exploring the Impact of Two Feedback Types on Speech Intelligibility, Precision, and Naturalness.

This pilot study examined the impact of feedback type on learning a novel speech task, as measured by listener ratings, and will inform procedures for future investigations within a larger sample size. Twenty-four native monolingual English-speaking college-aged adults participated in a single training session to learn novel Hindi phrases. Participants were randomly placed into one of three feedback groups: knowledge of performance (KP), knowledge of results (KR), or a combined KP + KR condition. Participant performance was assessed at 1 day and 1 week post-training. Participant responses were audio recorded and judged for intelligibility, precision, and naturalness by native Hindi speakers, blind to the feedback conditions, via rating scales. At 2 days post-training, participants in the KP and KP + KR feedback conditions were rated as performing better than participants in the KR condition on all three perceptual measures. At 1 week post-training, participants in the KP feedback condition were judged to be superior across all three perceptual measures. Preliminary findings suggest that augmented feedback enhances learning, especially when skills are considered novel and learners are unable to rely on their own internal feedback. These results may have implications for the application of motor learning principles into clinical practice for persons with motor speech disorders.

Considerations on Effective Feedback in Computerized Speech Training for Dysarthric Speakers.

Introduction: In this article, we consider the role of feedback in computerized speech training for patients with dysarthric speech due to acquired neurological disorders such as Parkinson's disease and stroke. Methods: Based on literature from different fields, we review several issues that play a role when designing feedback for computerized speech training, including serious games. Results: Which speech dimensions (e.g., articulation, loudness) to target in computerized speech feedback, and at what level of detail to provide the feedback, depend on the focus of the specific speech therapy and the technical feasibility of providing reliable speech feedback. Furthermore, feedback that provides knowledge of results generally appears equally effective as knowledge of performance feedback, and is more easily provided in computerized speech training systems. Implicit feedback can be more motivating than explicit feedback (e.g., in serious games), but may be harder to understand. Multimodal feedback is preferred over unimodal feedback to ensure that the feedback message is optimally perceived. Mild negative task-oriented feedback can enhance effort but should be balanced with positive feedback, such as feedback referring to patients' progress. Finally, a balance should be found between the motivational advantages of high-frequency immediate feedback (e.g., in serious games) and the advantages of low-frequency and delayed feedback in preventing patients from becoming dependent on augmented feedback. Conclusions: Several aspects play a role in designing feedback for computerized speech training for dysarthric speakers. Decisions on these aspects should be made carefully, accounting for the specific characteristics of the patient group that is targeted, the focus of the specific speech therapy, and the technological possibilities that are available.

More Feedback Is Better than Less: Learning a Novel Upper Limb Joint Coordination Pattern with Augmented Auditory Feedback.

Motor learning is a process whereby the acquisition of new skills occurs with practice, and can be influenced by the provision of feedback. An important question is what frequency of feedback facilitates motor learning. The guidance hypothesis assumes that the provision of less augmented feedback is better than more because a learner can use his/her own inherent feedback. However, it is unclear whether this hypothesis holds true for all types of augmented feedback, including for example sonified information about performance. Thus, we aimed to test what frequency of augmented sonified feedback facilitates the motor learning of a novel joint coordination pattern. Twenty healthy volunteers first reached to a target with their arm (baseline phase). We manipulated this baseline kinematic data for each individual to create a novel target joint coordination pattern. Participants then practiced to learn the novel target joint coordination pattern, receiving either feedback on every trial i.e., 100% feedback (n = 10), or every other trial, i.e., 50% feedback (n = 10; acquisition phase). We created a sonification system to provide the feedback. This feedback was a pure tone that varied in intensity in proportion to the error of the performed joint coordination relative to the target pattern. Thus, the auditory feedback contained information about performance in real-time (i.e., “concurrent, knowledge of performance feedback”). Participants performed the novel joint coordination pattern with no-feedback immediately after the acquisition phase (immediate retention phase), and on the next day (delayed retention phase). The root-mean squared error (RMSE) and variable error (VE) of joint coordination were significantly reduced during the acquisition phase in both 100 and 50% feedback groups. There was no significant difference in VE between the groups at immediate and delayed retention phases. However, at both these retention phases, the 100% feedback group showed significantly smaller RMSE than the 50% group. Thus, contrary to the guidance hypothesis, our findings suggest that the provision of more, concurrent knowledge of performance auditory feedback during the acquisition of a novel joint coordination pattern, may result in better skill retention.

Enhancing of Motor Learning through Self-Controlled Observational Learning and Feedback

The purpose of this study was to examine the effects of self-controlled observational learning and knowledge of performance (KP) feedback on motor performance and learning in adolescents. Thirty-two male adolescent participants were randomly assigned to self-controlled video modeling and KP feedback group or without self-controlled yoked group. Dependent variable was the score of the forehand backspin serve of table tennis. The experimental process consisted of four phases: homogeneousness test, 300 trials for acquisition phase, 10 minutes immediate retention and transfer test, and after 3 days delayed retention and transfer tests. The interaction of group × block was found statistical significance during acquisition phase. The interactions of group × test were not found statistical significance in immediate and delayed retention tests. However, the main effects of group and test were found statistical significance. The score of immediate retention test was higher than delayed retention test, and the score of self-controlled video modeling and KP feedback group was higher than without self-controlled yoked group. The interactions of group × test were not found statistical significance in immediate and delayed transfer tests. But the main effects of group and test were found statistical significance. The score of immediate transfer test was higher than delayed transfer test, and the score of self-controlled video modeling and KP feedback group was higher than without self-controlled yoked group. It was concluded that adolescents in self-controlled observational learning and KP feedback group were better than without self-controlled yoked group on motor performance and learning of forehand backspin serve of table tennis skill.

Amount of Kinematic Feedback Affects Learning of Speech Motor Skills

Knowledge of Performance (KP) feedback, such as biofeedback or kinematic feedback, is used to provide information on the nature and quality of movement responses for the purpose of guiding active learning or rehabilitation of motor skills. It has been proposed that KP feedback may interfere with long-term learning when provided throughout training. Here, twelve healthy English-speaking adults were trained to produce a trilled Russian [r] in words with KP kinematic feedback using electropalatography (EPG) and without KP (noKP). Five one-hour training sessions were provided over one week with testing pretraining and one day and one week posttraining. No group differences were found at pretraining or one day post training for production accuracy. A group by time interaction supported the hypothesis that providing kinematic feedback continually during skill acquisition interferes with retention.

Virtual reality environments for post-stroke arm rehabilitation

IntroductionOptimal practice and feedback elements are essential requirements for maximal motor recovery in patients with motor deficits due to central nervous system lesions.MethodsA virtual environment (VE) was created that incorporates practice and feedback elements necessary for maximal motor recovery. It permits varied and challenging practice in a motivating environment that provides salient feedback.ResultsThe VE gives the user knowledge of results feedback about motor behavior and knowledge of performance feedback about the quality of pointing movements made in a virtual elevator. Movement distances are related to length of body segments.ConclusionWe describe an immersive and interactive experimental protocol developed in a virtual reality environment using the CAREN system. The VE can be used as a training environment for the upper limb in patients with motor impairments.

Experience and Practice Organization in Learning a Simulated High-Velocity Low-Amplitude Task

To evaluate the effect of practice schedule, type of feedback, and experience level on simulated force production accuracy in chiropractic students. Thirty-three chiropractic students simulated a high-velocity low-amplitude prone thoracic spine manipulation. Three force goals based on percent of maximum thrusting ability were used in blocked and random variable practice. Participants received either visual feedback or knowledge of performance feedback regarding their force-time history. Serial retention tests without feedback followed blocked and random variable practice. Peak and average rates of thrust development, as well as the constant error, absolute constant error, and variable error of peak force production, were calculated. Familiarity and practice of high-velocity low-amplitude spinal manipulation resulted in greater accuracy of peak force production. Lower error scores were observed in acquisition with blocked variable practice. However, short-term accuracy was enhanced in retention when participants had used random variable practice. Random variable practice combined with visual feedback improved force production accuracy in retention. The variability of peak force production increased to 61% of maximum thrusting ability and then decreased. The greatest accuracy with least variability of peak force production was seen near 75% of maximum thrusting ability.

The Effects of an Instructional Strategy with Two Schedules of Augmented KP Feedback upon Skill Acquisition of a Selected Shooting Task

This field-based study investigated the effect of an instructional strategy with two schedules of augmented knowledge-of-performance (KP) feedback on skill acquisition of a selected shooting task. Students enrolled in university rifle classes (N=135) were randomly assigned to one of three conditions: (a) instructional strategy (IS) with KP feedback after every trial, (b) IS with summary KP feedback, and (c) no IS with no KP feedback. Data collection consisted of (a) a pretest phase (one set of five trials) and (b) an acquisition phase (four sets of five trials). Instructional integrity was maintained during data collection so that students were treated as class participants. The findings indicated that (a) the presence of the instructional strategy in conjunction with the two feedback schedules appeared to positively effect the overall shooting performance as compared to no strategy/no KP, (b) the effects of the two KP schedules did not statistically differ from one another, and (c) the significant effect for trials indicated that as shooting practice progressed subjects in all three conditions appeared to improve.