Motor Control Theory 1

11Augmented FeedbackChapter 15

2Feedback typesAfter performanceSensory feedback (Task-intrinsic)VisualProprioceptiveAuditoryTactileAugmented feedback (Task-extrinsic)Knowledge of results (KR): information about the outcomeKnowledge of performance (KP): information about the movement

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3Relative importance of feedbackSometimes its essential for learningCritical feedback needed for learning is not available or not interpretable for whatever reasonUnseen targetDisease/disability - loss of sensationTask-intrinsic feedback is there, but cant be understood (timing)1

4Relative importance of feedbackSometimes it may not be neededSensory feedback available, understood, and usableDuplicating information that is already availableE.g. Saying you hit it when the person can clearly see they did (not only redundant, but annoying)1

5Relative importance of feedbackSometimes it may enhance learningThey can learn without it, but it speeds up learningComplex skills requiring new patterns of multi-limb coordinationAids the search through the perceptual-motor workspace (directs attention, aids in cue usage and so on)E.g. golf shots, most sports skillsWell discuss this more towards the end of this slide set1

6Relative importance of feedbackIt may even make things worseFeedback after every trial (guidance hypothesis, see later)Concurrent feedback (but again see later)In both cases, the idea is that theres an inappropriate amount of attention paid to the augmented feedback1

7KR & KP the lab & the real worldTeachers & coaches use KP almost exclusivelyMotor learning research has been founded mostly on KRProblem (generalization)?Maybe needs to be borne in mind for the next few slides1

8The small & simple paradigmPrinciple 1: Feedback must be prescriptive for folk to learn from it, so we need to study it in such situationsPrinciple 2: the task must be simple enough that folk can learn it in the time available, so that we can say something about learningThe small and simple paradigm met both these objectives by: Using simple tasks that only required a small amount of practice to learnUsing tasks where feedback was essential to learning (so feedback was prescriptive), and examining how different doses of feedback affected learning

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91The small & simple paradigmFeedback is prescriptive: provides guidance towards correct performance

101The small & simple paradigmThe guidance hypothesiswhy does this happen?

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