Augmented Feedback (EX. 3)

Task-intrinsic feedback - sensory-perceptual information that is a natural part of performing a skill; touch, proprioception, and vision

Augmented feedback - Supplements sensory feedback and comes from a source external to the performer (extrinsic feedback)

Knowledge of results (KR) - externally presented information about the outcome of an attempt to perform a skill; simply tells the performer whether they have achieved the performance goal

Knowledge of performance (KP) - information about the movement characteristics that led to the performance outcome.

Augmented feedback plays 2 roles in the skill learning process: 1) facilitate achievement of the action goal of the skill and 2) motivate the learner to continue striving toward a goal

Augmented feedback is needed when:
1) some skill performance contexts do not make critical sensory feedback available to the person
2) because of injury/sickness, the person does not have the available sensory pathways needed to detect task-intrinsic feedback
3) provides necessary information and the person’s sensory system is capable of detecting it, but the person cannot use the feedback (lack of experience)

Augmented feedback is not needed when:
1) A motor skill inherently provides sufficient task-intrinsic feedback, so augmented feedback is redundant
2) A detectable external referent in the environment that the person can use to determine the appropriateness of an action

Augmented feedback can hinder skill learning when a beginner learner becomes dependent on augmented feedback that will not be available in a test situation

Erroneous feedback - false/fake feedback
Current feedback - giving feedback while a person performs a skill; most effective when the task-intrinsic feedback is difficult to use to determine how to perform the skill
Terminal feedback - giving feedback at the end of a practice attempt

KR is beneficial for skill learning in five ways:
1) confirm their own assessments
2) learners cannot determine the outcome of performing a skill
3) used as motivation
4) helps establish a discovery learning practice environment where learners are encouraged to engage in trial-and-error problem-solving activity as they acquire a skill
5) help to ensure that learners adopt an external focus of attention as they practice a skill

KP is beneficial for skill learning in four ways:
1) skills must be performed according to specified movement characteristics
2) specific movement components of skills that require complex coordination must be improved or corrected
3) goal of the action is to produce a specific kinematic
4) KR is redundant with the task-intrinsic feedback

Quantitative augmented feedback - includes a numerical value related to the magnitude of a performance characteristic

Qualitative augmented feedback - descriptive in nature and indicates the quality of performance; people in the early stage of learning give attention primarily to the qualitative information

Performance bandwidths - when a person’s performance is acceptable, the practitioner does not give feedback, but if the performance is not acceptable, the practitioner gives feedback

Descriptive KP - simply describes the error the performer had made
Prescriptive KP - identifies the error but also tells the person what to do to correct it

Biofeedback - augmented form of task-intrinsic feedback related to the activity of physiological processes, such as HR, BP, and muscle activity

KR delay interval - interval of time between completion of a movement and presentation of augmented feedback
Post KR interval - interval of time between the presentation of augmented feedback and the beginning of the next trial

Guidance hypothesis - if the learner receives augmented feedback on every trial, it will effectively “guide” the learner to perform the movement correctly

Summary augmented feedback - give a listing of performance-related information after a certain number of practice trials
— estimate an average for the series of trials