An experiment was conducted to investigate the persistence of the effect of “bandwidth knowledge of results (KR)” manipulated during the learning phase of performing a manual force-control task. The experiment consisted of two phases, an acquisition phase with the goal of maintaining 60% maximum force in 30 trials, and a second phase with the objective of maintaining 40% of maximum force in 20 further trials. There were four bandwidths of KR: when performance error exceeded 5, 10, or 15% of the target, and a control group (0% bandwidth). Analysis showed that 5, 10, and 15% bandwidth led to better performance than 0% bandwidth KR at the beginning of the second phase and persisted during the extended trials.
Get full access to this article
View all access options for this article.
References
1.
AdamsJ. A. (1961) The second facet of forgetting: A review of warm-up decrement. Psychological Bulletin, 58, 257–263.
2.
BadetsA.BlandinY. (2005) Observational learning: Effects of bandwidth knowledge of results. Journal of Motor Behavior, 37, 211–217.
3.
BilodeauE. A.BilodeauI. M. (1958) Variable frequency of knowledge of results and the learning of a simple skill. Journal of Experimental Psychology, 55, 379–383.
4.
ButlerM. S.ReeveT. G.FischmanM. G. (1996) Effects of the instructional set in the bandwidth feedback paradigm on motor skill acquisition. Research Quarterly for Exercise and Sport, 67, 355–359.
5.
CauraughJ. H.ChenD.RadloS. (1993) Effects of traditional and reversed bandwidth knowledge of results on motor learning. Research Quarterly for Exercise and Sport, 64, 413–417.
6.
GraydonJ.PaineL.EllisC.ThreadgoldR. (1997) Comparison of bandwidth knowledge of results and the relative frequency effect in learning a discrete motor skill. Journal of Human Movement Studies, 32, 15–28.
7.
LaiQ.SheaC. H. (1999) Bandwidth knowledge of results enhances generalized motor program learning. Research Quarterly for Exercise and Sport, 70, 79–83.
8.
LeeT. D.CarnahanH. (1990) Bandwidth knowledge of results and motor learning: More than just a relative frequency effect. The Quarterly Journal of Experimental Psychology, 42, 777–789.
9.
LeeT. D.MarajB. K. V. (1994) Effects of bandwidth goals and bandwidth knowledge of results on motor learning. Research Quarterly for Exercise and Sport, 65, 244–249.
10.
LeeT. D.WhiteM. A.CarnahanH. (1990) On the role of knowledge of results in motor learning: Exploring the guidance hypothesis. Journal of Motor Behavior, 22, 191–208.
11.
PerezC. R.MeiraC. M.Jr.TaniG. (2005) Does contextual interference effect last over extended transfer trials?Perceptual and Motor Skills, 100, 58–60.
12.
RussellD. M.NewellK. M. (2007a) How persistent and general is the contextual interference effect?Research Quarterly for Exercise and Sport, 78, 318–327.
13.
RussellD. M.NewellK. M. (2007b) On No-KR tests in motor learning, retention, and transfer. Human Movement Science, 26, 155–173.
14.
SalmoniA. W.SchmidtR. A.WalterC. B. (1984) Knowledge of results and motor learning: A review and critical reappraisal. Psychological Bulletin, 95, 355–386.
15.
SchiffmanJ. M.LuciesC. W.RichardsL. G.ZebasC. J. (2002) The effects of age and bandwidth feedback on isometric knee extensor force control abilities. Clinical Biomechanics, 17, 486–493.
16.
SheaJ. B.MorganR. L. (1979) Contextual interference effects on acquisition, retention, and transfer of a motor skill. Journal of Experimental Psychology: Human Learning and Memory, 5, 179–187.
17.
SherwoodD. E. (1988) Effects of bandwidth knowledge of results on movement consistency. Perceptual and Motor Skills, 66, 535–542.
18.
SmithP. J. K.TaylorS. J.WithersK. (1997) Applying bandwidth feedback schedule to a golf shot. Research Quarterly for Exercise and Sport, 68, 215–221.
19.
SwinnenS. P. (1996) Information feedback for motor skill learning: A review. In ZelaznikH. N. (Ed.), Advances in motor learning and control. Champaign, IL: Human Kinetics. Pp. 37–66.
20.
WinsteinC. J.SchmidtR. A. (1990) Reduced frequency of knowledge of results enhances motor skill learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 677–691.
