Effects of reducing frequency of intrinsic knowledge of results on the learning of a motor skill.
The guidance hypothesis suggests too much knowledge of results during skill acquisition can be detrimental to long-term performance. Possibly, the learner becomes dependent on augmented KR and is unable to use intrinsic feedback. This study examined this hypothesis with three groups performing a golf putting task. One group received continuous KR about ball path and final location; the other groups were deprived of specific KR on 50% or 100% of the acquisition trials. As expected, the continuous KR group performed better during acquisition, but the KR-deprived groups performed better on delayed retention trials, especially when KR was absent.
Butki
Brian D
BD
Department of Kinesiology and Health Education, Southern Illinois University Edwardsville, 62026-1126, USA. bbutki@siue.edu
Hoffman
Shirl J
SJ
D000293:Adolescent; D000328:Adult; D005246:Feedback; D005260:Female; D006055:Golf / Q000523:psychology; D006801:Humans; D007721:Knowledge of Results, Psychological; D008297:Male; D008570:Memory, Short-Term; D009048:Motor Skills; D011597:Psychomotor Performance; D012153:Retention, Psychology