FEEDBACK
Feedback (knowledge of results, knowledge of performance) is one of the most important learning factors, and has therefore been studies extensively. Our own studies have focused on the influence of factors such as the relative feedback frequency; continuous and average feedback; blocked versus serial feedback; self-controlled feedback; feedback after “good” versus “poor” trials; and the attentional focus induced by feedback. A review article (Wulf & Shea, 2004) gives an overview of the findings of the last few years.
Related publications:
Chiviacowsky, S. Wulf, G., Wally, R., & Borges, T. (in press). KR after good trials enhances learning in the elderly. Research Quarterly for Exercise and Sport.
Chiviacowsky, S., Wulf, G., Laroque de Medeiros, F., & Kaefer, A. (2008). Learning benefits of self-controlled knowledge of results in 10-year old children. Research Quarterly for Exercise and Sport, 79, 405-410.
Chiviacowsky, S., Wulf, G., Laroque de Medeiros, F., Kaefer, A., & Wally, R. (2008). Self-controlled feedback in children: Higher feedback frequencies enhance learning. Research Quarterly for Exercise and Sport, 79, 122-127.
Maas, E., Robin, D.A., Austermann Hula, S.N., Freedman, S.E., Wulf, G., Ballard, K.J., & Schmidt, R.A. (2008). Principles of motor learning in treatment of motor speech disorders. American Journal of Speech-Language Pathology, 17, 277-298.
Chiviacowsky, S., & Wulf, G. (2007). Feedback after good trials enhances learning. Research Quarterly for Exercise and Sport, 78, 40-47.
Van Vliet, P., & Wulf, G. (2006). Extrinsic feedback for motor learning after stroke: What is the evidence? Disability and Rehabilitation, 28, 831-840.
Chiviacowsky, S., & Wulf, G. (2005). Self-controlled feedback is effective if it is based on the learner’s performance. Research Quarterly for Exercise and Sport, 76, 42-48.
Wulf, G., & Shea, C.H. (2004). Understanding the role of augmented feedback: The good, the bad, and the ugly. In A.M. Williams, & N.J. Hodges (Eds.), Skill acquisition in sport: Research, theory and practice (pp. 121-144). London: Routledge.
Wulf, G., McConnel, N., Gärtner, M, & Schwarz, A. (2002). Feedback and attentional focus: Enhancing the learning of sport skills through external-focus feedback. Journal of Motor Behavior, 34, 171-182.
Chiviacowsky, S., & Wulf, G. (2002). Self-controlled feedback: Does it enhance learning because performers get feedback when they need it? Research Quarterly for Exercise and Sport, 73, 408-415.
Wulf, G., Hörger, M., & Shea, C.H. (1999). Benefits of blocked over serial feedback in complex motor skill learning. Journal of Motor Behavior, 31, 95-103.
Shea, C.H., & Wulf, G. (1999). Enhancing motor learning through external-focus instructions and feedback. Human Movement Science, 18, 553-571.
Wulf, G., Shea, C.H., & Matschiner, S. (1998). Frequent feedback enhances complex motor skill learning. Journal of Motor Behavior, 30, 180-192.
Wrisberg, C.A., & Wulf, G. (1997). Diminishing the effects of reduced frequency of knowledge of results on generalized motor program learning. Journal of Motor Behavior, 29, 17-26.
Schmidt, R.A., & Wulf, G. (1997). Continuous concurrent feedback degrades skill learning: Implications for training and simulation. Human Factors, 39, 509-525.
Wulf, G., & Schmidt, R.A. (1996). Average KR degrades parameter learning. Journal of Motor Behavior, 28, 371-381.
Wulf, G., Shea, J.B., & Rice, M. (1996). Type of KR and KR frequency effects on motor learning. Journal of Human Movement Studies, 30, 1-18.
Wulf, G., Lee, T.D., & Schmidt, R.A. (1994). Reducing knowledge of results about relative versus absolute timing: Differential effects on learning. Journal of Motor Behavior, 26, 362-369.
Wulf, G. & Schmidt, R.A. (1994). Feedback-induced variability and the learning of generalized motor programs. Journal of Motor Behavior, 26, 348-361.
Wulf, G., Schmidt, R.A., & Deubel, H. (1993). Reduced feedback frequency enhances generalized motor program learning but not parameterization learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 1134-1550.
Wulf, G. (1992). The learning of generalized motor programs and motor schemata: Effects of KR relative frequency and contextual interference. Journal of Human Movement Studies, 23, 53-76.
Wulf, G. (1992). Reducing knowledge of results can produce context effects in movements of the same class. Journal of Human Movement Studies, 22, 71-84.
Wulf, G., & Schmidt, R.A. (1989). The learning of generalized motor programs: Reducing the relative frequency of knowledge of results enhances memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 748-757.
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