When to Provide Knowledge of Results During Motor Learning: Scheduling Effects

Abstract

On what basis should sources of information feedback be scheduled when de- livered to someone learning a motor skill? In two experiments, we examined the influence of several knowledge of results (KR) schedules on the acquisi- tion and retention of a multisegment movement timing task. In these experi- ments a blocked KR schedule was detrimental to both skill acquisition and retention, likely because the delivery of KR for one particular information source over repeated trials focused the learner on only that part of the action, rather than learning the whole action. In Experiment 1, we found that a ran- dom schedule produced better acquisition and retention performance than the blocked schedule. In Experiment 2, we attempted to optimize a schedule by delivering KR for the segment that had been performed most poorly. Al- though this performance-sensitive (P-S) manipulation resulted in better learning than under a blocked schedule, it was no better than a quasi-random, yoked control condition. These findings are discussed in terms of the nature of the action planning activities of the learner and how schedules of KR affect learner strategies.