Graduate Degree Type
Physical Therapy (M.S.)
Twelve normal and 12 brain injured subjects aged 18-56 years learned a linear positioning task involving moving a slide to a target position while blind folded. During the acquisition phase, feedback was provided as 33%, 67% or 100% KR. Immediate (10 minute) and delayed (24 hour) retention tests were performed without feedback. ANOVAs were used to compare the effects of feedback frequency. At the acquisition and immediate retention phases, the normal group performed with significantly less error than the brain injured group. This trend continued in the delayed retention test, but was not significant. Both groups performed best in the immediate retention test with 67% KR (not significant). In the delayed retention test, the normal group had less error with 33% KR, while the brain injured group had less error with 67% KR (not significant). It was concluded that brain injured individuals have more difficulty learning a motor task than do normal individuals. A medium relative frequency of KR is preferable to promote motor learning in both brain injured and normal individuals.
Thomas, Deborah M., "The Effects of Relative Frequency of Knowledge of Results on Brain Injured and Neurologically Normal Individuals Learning a Linear Positioning Task" (1995). Masters Theses. 252.