Scheduling Information Feedback to Enhance Training Effectiveness
Abstract
If skill learning is evaluated in terms of performance on retention or transfer tests, recent evidence has shown that systematically reducing the frequency of augmented information feedback in training facilitates learning, as compared to practice with augmented feedback on every trial. However, in past experiments feedback frequency and scheduling have been confounded. In the present experiments, we separated these variables, showing that both reduced feedback frequency, and the particular scheduling of feedback presentations, are important variables for maximizing learning.
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Reducing the proportion of trials for which augmented feedback is provided can result in more effective learning than giving feedback after every trial.
“reducing the proportion of trials for which augmented feedback (knowledge of results, knowledge of performance) is provided can result in more effective learning than does giving feedback after every single trial”
From Principles derived from the study of simple skills do not generalize to complex skill learning (2002) · cites this paper as Nicholson & Schmidt, 1991
Cites
A Closed-Loop Theory of Motor Learning
Adams, J. A. (1971) · Journal of Motor Behavior · doi:10.1080/00222895.1971.10734898 · Cited by 1,636 · see citing works
Summary knowledge of results for skill acquisition: Support for the guidance hypothesis.
Schmidt, R. A., Young, D. E., Swinnen, S., & Shapiro, D. C. (1989) · Journal of Experimental Psychology: Learning, Memory, and Cognition · doi:10.1037/0278-7393.15.2.352 · Cited by 407 · see citing works
Self-citationInformation feedback for skill acquisition: Instantaneous knowledge of results degrades learning.
Swinnen, S. P., Schmidt, R. A., Nicholson, D. E., & Shapiro, D. C. (1990) · Journal of Experimental Psychology: Learning, Memory, and Cognition · doi:10.1037/0278-7393.16.4.706 · Cited by 222 · see citing works
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Principles derived from the study of simple skills do not generalize to complex skill learning
Wulf, G., & Shea, C. H. (2002) · Psychonomic Bulletin & Review · doi:10.3758/bf03196276 · Cited by 829 · see citing works
Directing attention to movement effects enhances learning: a review
Wulf, G., & Prinz, W. (2001) · Psychonomic Bulletin & Review · doi:10.3758/bf03196201 · Cited by 729 · see citing works
Feedback After Good Trials Enhances Learning
Chiviacowsky, S., & Wulf, G. (2007) · Research Quarterly for Exercise and Sport · doi:10.1080/02701367.2007.10599402 · Cited by 265 · see citing works
Frequent Feedback Enhances Complex Motor Skill Learning
Wulf, G., Shea, C. H., & Matschiner, S. (1998) · Journal of Motor Behavior · doi:10.1080/00222899809601335 · Cited by 221 · see citing works
Reduced-Frequency Concurrent and Terminal Feedback: A Test of the Guidance Hypothesis
Park, J.-H., Shea, C. H., & Wright, D. L. (2000) · Journal of Motor Behavior · doi:10.1080/00222890009601379 · Cited by 139 · see citing works
Shea, C. H., Wulf, G., Whitacre, C. A., & Park, J.-H. (2001) · The Quarterly Journal of Experimental Psychology Section A · doi:10.1080/713755993 · Cited by 94 · see citing works
- Authors
- Nicholson, D. E., & Schmidt, R. A.
- Affiliations
- University of California, Los Angeles (US)
- ORCID
- Schmidt, Richard A.
- Venue
- Proceedings of the Human Factors Society Annual Meeting
- Publisher
- SAGE Publications
- Published
- 1991-09
- Volume
- 35
- Issue
- 19
- Pages
- 1400-1402
- ISSN
- 0163-5182 (ISSN-L)
- OpenAlex
- W2327851877
- Cited by
- 45
- References
- 3
- Citations by year
- 2026: 1 · 2022: 1 · 2021: 1 · 2020: 1 · 2019: 4 · 2017: 1 · 2016: 2 · 2015: 1 · 2014: 2 · 2012: 2
- FWCI
- 0.69
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Proceedings of the Human Factors and Ergonomics Society Annual Meeting (publishedVersion)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Motor Control and Adaptation
- Social Sciences › Psychology › Applied Psychology › Human Resource Development and Performance Evaluation
- Social Sciences › Psychology › Developmental and Educational Psychology › Sport Psychology and Performance
- Keywords
- augmented feedback, feedback frequency, feedback scheduling, skill acquisition, training effectiveness, retention, transfer of learning
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