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Scheduling information feedback to enhance training effectiveness
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Nicholson, D. E., & Schmidt, R. A. (1991). Scheduling information feedback to enhance training effectiveness. Proceedings of the Human Factors Society 35th Annual Meeting (pp. 1400-1403). Santa Monica, CA: Human Factors Society
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Knowledge of results and motor learning: A review and critical appraisal
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Salmoni, A. W., Schmidt, R. A., & Walter, C. B. (1984). Knowledge of results and motor learning: A review and critical appraisal. Psychological Bulletin, 95, 355-386
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A schema theory of discrete motor skill learning
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Schmidt, R. A. (1975). A schema theory of discrete motor skill learning. Psychological Review, 82, 225-260
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The search for invariance in skilled movement behavior
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Frequent augmented feedback can degrade learning: Evidence and interpretations
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Schmidt, R. A. (1991). Frequent augmented feedback can degrade learning: Evidence and interpretations. In J. Requin & G. E. Stelmach (Eds.), Tutorials in motor neuroscience (pp. 59-75). Dordrecht, The Netherlands: Kluwer Academic
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Optimizing summary knowledge of results for skill learning
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Schmidt, R. A., Lange, C., & Young, D. E. (1990). Optimizing summary knowledge of results for skill learning. Human Movement Science, 9, 325-348
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Summary knowledge of results for skill acquisition: Support for the guidance hypothesis
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Schmidt, R. A., Young, D. E., Swinnen, S., & Shapiro, D. E. (1989). Summary knowledge of results for skill acquisition: Support for the guidance hypothesis. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 352-359
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15
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Reduced frequency of knowledge of results enhances motor skill learning
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Winstein, C. J., & Schmidt, R. A. (1990). Reduced frequency of knowledge of results enhances motor skill learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 677-691
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Summary kr: How much information is used from the summary?
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Wright, D. L., Snowden, S., & Willoughby, D. (1990). Summary KR: How much information is used from the summary? Journal of Human Movement Studies, 19, 119-128
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The learning of generalized motor programs and motor schemata: Effects of kr relative frequency and contextual interference
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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
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Wulf, G.1
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Reducing knowledge of results about relative versus absolute timing: Differential effects on learning
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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, 24, 362-369
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The learning of generalized motor programs: Reducing the relative frequency of knowledge of results enhances memory
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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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Wulf, G., & Schmidt, R. A. (1992). The learning of motor programs and parameterization in simple reversal responses. Unpublished manuscript, Max-Planck-Institute for Psychological Research, Munich, Germany
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The Learning of Motor Programs and Parameterization in Simple Reversal Responses
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Wulf, G.1
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Feedback-induced variability and the learning of generalized motor programs
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Wulf, G., & Schmidt, R. A. (1994). Feedback-induced variability and the learning of generalized motor programs. Journal of Motor Behavior, 24, 348-361
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Reduced feedback frequency enhances generalized motor program learning but not parameterization learning
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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, 1134-1150
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(1993)
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Wulf, G.1
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23
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Augmented kinematic feedback for motor learning
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Young, D. E., & Schmidt, R. A. (1992). Augmented kinematic feedback for motor learning. Journal of Motor Behavior, 24, 261-273
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Young, D.E.1
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