Paper writing

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"Knowledge of Results (KR), which can be taken as augmented information on error, has for a long time been considered as a key factor in boosting acquisition of motor skills and learning. Several adverse effects have been found to accompany the regular presentation of knowledge of results when frequent feedbacks are employed (Bruechert, Lai, & Shea, 2003, p.467). Processing of frequent knowledge of results was particularly deemed to: reduce movement stability when participants try to rectify small errors seen through knowledge of results; bar other significant activities of information processing, particularly those associated with the ability of the participant to detect and rectify response errors depended on intrinsic information; lead to participants' dependence on feedback (Bruechert, Lai, & Shea, 2003, p.467).

Knowledge of results manipulation differs with performance and learning with exposure to knowledge of results following each trial (100%) and one or more conditions of acquisition whereby presentation of knowledge of results is made only subsequent to some of the trials (e.g. 50%). Winstein and Schmidt for instance found out that decreasing the knowledge of results' frequency gives the participants the chance to build up intrinsic error detection and capability to correct with the no-knowledge-of-results trials (Bruechert, Lai, & Shea, 2003, p.467). There was an argument by the authors that the decreased frequency acquisition conditions lowered the knowledge of results dependency that apparently develops when presentation of knowledge of results is made after every trial and boosted the response stability on the no-knowledge-of-results at least. Various recent experiments dealing with knowledge of results frequency manipulation in constant practice however failed to produce the same findings (Bruechert, Lai, & Shea, 2003, p.467).

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