Frequency of knowledge of results and motor learning in persons with developmental delay.

Full Abstract

The purpose of this study was to investigate the effect of high versus low frequency knowledge of results (KR) in a group of 16 individuals with developmental delay and in gender and age-matched average individuals learning a motor skill on a laptop computer. Participants were randomly assigned to either a 100% KR or a 50% KR group. KR was provided during the acquisition phase according to group assignment as participants learned the motor skill, whereas no KR was provided during the retention phase. Results indicated both populations who received 50% KR in the acquisition phase demonstrated better performance in the retention phase than those who received 100% KR. The results of this study suggest that, as has been found in the average population, feedback that is too frequent can interfere with learning and retention of tasks for individuals with developmental disabilities (DD). Limitations involved the small sample size along with the task potentially being artificial in nature. Future research is needed to study further the effects of frequency of KR on skill acquisition, particularly in instrumental activities of daily living in this population.

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Author information

Author/s: Rice, Martin S (MS); Hernandez, Holly G (HG);

Affiliation: Department of Occupational Therapy, College of Health Sciences, Medical University of Ohio, Toledo, OH 43614-5803, USA. mrice(-atsign-)mco.edu

Journal and publication information

Publication Type: Journal Article; Randomized Controlled Trial; Research Support, Non-U.S. Gov't

Journal: Occupational therapy international (Occup Ther Int), published in England. (Language: eng)

Reference: 2006-; vol 13 (issue 1) : pp 35-48

Dates: Created 2006/05/23; Completed 2006/07/20; Revised 2006/11/15;

PMID: 16715641, status: MEDLINE (last retrieval date: 12/26/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Adult
Aged
Aptitude
Child
Developmental Disabilities - psychology
Female

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