Year: 1993
Type: dissertation
Abstract: Within the realm of education, it is essential for \ninstructors to understand the importance of motor \nlearning as it readies students or athletes for \nfunctioning within the environment. Previous research \non the acquisition of a motor skill has shown modeling \nand knowledge of results to be two significant variables \naffecting learning. The purpose of this study was to \ndetermine if knowledge of results or modeling, as a \nmeans of providing instruction, would lead to more \nimprovement in performance. Also of interest was \nwhether receiving both a model and knowledge of results \nwould lead to the most improved performance, or if the \ncombined variables would be redundant and hinder \nperformance. Fifty-two subjects were divided into four \ngroups. One group was given a model prior to each \ntrial. The second group was given written instructions \nprior to each trial and received knowledge of results \nafter performing the task. Subjects in the third group \nreceived a model and written instructions prior to each \ntrial and then were given knowledge of results after \nperforming the task. The control group was only given \ninstructions for the task between each trial. All groups performed a complex sequential stepping task. \nFollowing the acquisition trials, subjects were given \nretention tests without modeling, written instructions, \nor knowledge of results in order to examine whether the \nskill was learned. Results indicated that although all \ngroups appeared to have learned the task, subjects in \nthe Model + KR Group consistently performed better than \nsubjects in the Model Group. No differences in \nperformance were found for the Model + KR, KR, and \nControl groups. However, knowledge of results appears \nto be beneficial for dealyed retention since the Model \nGroup performed as well as the group receiving written \ninstructions only in the final block of retention \ntrials. It was determined that variables such as task \ntype, task complexity, and task novelty may have had an \ninfluence on the effectiveness of modeling. \nConsequently, it appears that the best method for \nlearning a complex sequential motor task consists of a \nmodel augmented by knowledge of results and/or written \ninstructions.
Author: Wilson, Sean Suzanne Passmore
Language: English
Topic: Motor Control and Adaptation
Subfield: Cognitive Neuroscience
Field: Neuroscience
Domain: Life Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7000228692