The Role of Reduced Frequency of Knowledge of Results during Constant Practice

Abstract

Two experiments were conducted to further examine the effects of reduced knowledge of results (KR) frequency on the learning of motor skills during constant practice. In Experiment 1, participants in five KR conditions (100%KR, 50%KR-fade, 50%KR-reverse fade, 50%KR-alternative, and 50%KR-random) practiced a movement timing task. In Experiment 2, participants in two KR conditions (100%KR and 50%KR-fade) practiced a waveform reproduction task. The results of both experiments failed to indicate that reduced KR frequency was more effective in promoting learning than the 100% KR conditions. The present study adds to the increasing number of experiments that do not find a benefit of reduced KR frequency on learning in constant practice.

Key Words:

• relative frequency
• guidance hypothesis
• motor learning
• feedback