title: Support for an explanation of the guidance effect in motor skill learning.
abstract: The authors investigated whether the knowledge of results (KR) schedule influences the extent to which intrinsic feedback is noticed and used. Fifty-six participants received KR that was either delayed over 2 trials (Delay-2) or provided directly after each trial (Delay-0) during 160 trials of an unfamiliar aiming task. No-KR retention tests were given after 80 trials and 1 min and 24 hr after the end of acquisition. After retention, all participants were questioned about their use of intrinsic feedback during practice and whether those sources changed as a function of practice. The Delay-2 group performed significantly less accurately on the 1st and last blocks of acquisition trials but showed a significantly smaller performance decline from acquisition to retention. Moreover, the Delay-2 group noticed and used a greater variety of intrinsic feedback sources and its members were more likely to report that their usage changed with practice.
authors.affiliation: Department of Kinesiology, San Francisco State University, 1600 Holloway Avenue, San Francisco, CA 94132-4161, USA. danders@sfsu.edu
authors.forename: D I
authors.initials: DI
authors.lastname: Anderson
authors.forename: R A
authors.initials: RA
authors.lastname: Magill
authors.forename: H
authors.initials: H
authors.lastname: Sekiya
authors.forename: G
authors.initials: G
authors.lastname: Ryan
mesh_terms: D000328:Adult; D005246:Feedback; D005260:Female; D006801:Humans; D007721:Knowledge of Results, Psychological; D007858:Learning; D008297:Male; D009048:Motor Skills; D011214:Practice, Psychological; D011597:Psychomotor Performance; D012153:Retention, Psychology