The effects of proactive and retroactive demonstrations on learning signed letters

Acta Psychologica

Volumn 101, Issue 1, 1999, Pages 79-90

  Richardson, Jennifer R ^a   Lee, Timothy D ^a  

^a MCMASTER UNIVERSITY   (Canada)

Author keywords

Feedback; Modeling; Motor learning; Retention

Indexed keywords

EID: 0040509390     PISSN: 00016918     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0001-6918(98)00046-8     Document Type: Article

References (27)

1. Adams, J. A. (1971). A closed-loop theory of motor learning. Journal of Motor Behavior, 3, 111-150.
2. Adams, J. A. (1986). Use of the model's knowledge of results to increase the observer's performance. Journal of Human Movement Studies, 12, 89-98.
3. Adams, J. A. (1987). Historical review and appraisal of research on the learning, retention, and transfer of human motor skills. Psychological Bulletin, 101, 41-74.
4. Adams, J. A. (1990). The changing face of motor learning. Human Movement Science, 9, 209-220.
5. Ammons, R. B. (1956). Effects of knowledge of performance: A survey and tentative theoretical formulation. Journal of General Psychology, 54, 279-299.
6. Armstrong, T. R. (1970). Training for the production of memorized movement patterns. Tech. Rep. No. 26, Department of Psychology, University of Michigan, Ann Arbor.
7. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
8. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
9. Bjork, R. A. (1988). Retrieval practice and the maintenance of knowledge. In M. M. Gruneberg, P. E. Morris, & R. N. Sykes (Eds.), Practical aspects of memory II (pp. 396-401). London: Wiley.
10. Bjork, R. A. (1994). Memory and metamemory considerations in the training of human beings. In J. Metcalfe, & A. P. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 185-205). Cambridge, MA: MIT Press.
11. Fawcett, G. F., & Clibbens, J. S. (1983). The acquisition of signs by the mentally handicapped: measurement criteria. British Journal of Disorders of Communication, 18, 18-21.
12. Hagman, J. D. (1983). Presentation and test-trial effects on acquisition and retention of distance and location. Journal of Experimental Psychology: Learning, Memory, and Cognition, 9, 334-345.
13. Harrell, M., Bowers, J. W., & Bacal, J. P. (1973). Another stab at meaning: concreteness, iconicity and conventionality. Speech Monographs, 40, 199-207.
14. Lee, T. D., Swinnen, S. P., & Serrien, D. J. (1994). Cognitive effort and motor learning. Quest, 46, 328-344.
15. Lee, T. D., Wishart, L. R., Cunningham, S., & Carnahan, H. (1997). Modeled timing information during random practice eliminates the contextual interference effect. Research Quarterly for Exercise and Sport, 68, 100-105.
16. McCullagh, P. (1993). Modeling: Learning, developmental, and social psychological considerations. In R. N. Singer, M. Murphey & L. K. Tennant (Eds.), Handbook of research on sport psychology (pp. 106-126). New York: Macmillan.
17. Newell, K. M. (1981). Skill learning. In D. H. Holding (Eds.), Human skills New York: Wiley.
18. Newell, K. M. (1991). Motor skill acquisition. Annual Review of Psychology, 42, 213-237.
19. Salmoni, A. W., Schmidt, R. A., & Walter, C. B. (1984). Knowledge of results and motor learning: a review and critical reappraisal. Psychological Bulletin, 95, 355-386.
20. 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: Kluwer Academic Publishers.
21. Schmidt, R. A., & Bjork, R. A. (1992). New conceptualizations of practice: common principles in three paradigms suggest new concepts for training. Psychological Science, 3, 207-221.
22. Schmidt, R. A., & Lee, T. D. (1999). Motor control and learning: a behavioral emphasis (3rd ed). Champaign, IL: Human Kinetics.
23. Schmidt, R. A., & Wulf, G. (1997). Continuous concurrent feedback degrades skill learning: implications for training and simulation. Human Factors, 39, 509-525.
24. Swinnen, S. P. (1996). Information feedback for motor skill learning: a review. In H. N. Zelaznik (Eds.), Advances in motor learning and control (pp. 37-66). Champaign, IL: Human Kinetics.
25. Vander Linden, D. W., Cauraugh, J. H., & Greene, T. A. (1993). The effect of frequency of kinetic feedback on learning an isometric force production task in nondisabled subjects. Physical Therapy, 73, 79-87.
26. Weeks, D. L., Hall, A. K., & Anderson, L. P. (1996). A comparison of imitation strategies in observational learning of action patterns. Journal of Motor Behavior, 28, 348-358.
27. Winstein, C. J., Pohl, P. S., & Lewthwaite, R. (1994). Effects of physical guidance and knowledge of results on motor learning: Support for the guidance hypothesis. Research Quarterly for Exercise and Sport, 65, 316-323.