Sport Sciences Research Institute Motor Behavior 2538-273X 6 17 2014 10 23 The effect of error estimation and frequency of feedback in learning motor and cognitive tasks The effect of error estimation and frequency of feedback in learning motor and cognitive tasks 119 140 20 FA Jafar Mohammadi Maryam Lotfi Mehdi Sohrabi Journal Article 2013 08 05 The purpose of this study was to determine the effect of error estimation and frequency of feedback in learning tasks with two different motor levels. Participants was 40 university students (mean age= 25.7) that was not familiar with the tasks before. They were divided to 4 groups: 100% KR and 20% KR with error estimation and 100% KR and 20% KR without error estimation. Participants performed 90 trials (15×6) in acquisition and performed 15 trials in retention phase. The tasks included task A with high motor component (force-production with hand) and task B with high cognitive component (drawing triangle). Data was analyzed with ANOVA with repeated measures and ANOVA and LSD test. the results showed that all groups have progressed during training. In retention phase results show that in task a 100% KR with error estimation group had better performance and in and task B in length variable 20% KR without error estimation group had better performance. According to the results of this study, error estimate is one important variable in preparing the subject for future response and designing response hypothesis as well as increased frequency of augmented feedback (100%) can test the more response hypothesis and lead to future learning. But in tasks that including mind reinforcement, error estimate not affected in learning and in same tasks confirm rule regarding feedback reduced frequency of augmented feedback.   The purpose of this study was to determine the effect of error estimation and frequency of feedback in learning tasks with two different motor levels. Participants was 40 university students (mean age= 25.7) that was not familiar with the tasks before. They were divided to 4 groups: 100% KR and 20% KR with error estimation and 100% KR and 20% KR without error estimation. Participants performed 90 trials (15×6) in acquisition and performed 15 trials in retention phase. The tasks included task A with high motor component (force-production with hand) and task B with high cognitive component (drawing triangle). Data was analyzed with ANOVA with repeated measures and ANOVA and LSD test. the results showed that all groups have progressed during training. In retention phase results show that in task a 100% KR with error estimation group had better performance and in and task B in length variable 20% KR without error estimation group had better performance. According to the results of this study, error estimate is one important variable in preparing the subject for future response and designing response hypothesis as well as increased frequency of augmented feedback (100%) can test the more response hypothesis and lead to future learning. But in tasks that including mind reinforcement, error estimate not affected in learning and in same tasks confirm rule regarding feedback reduced frequency of augmented feedback.   https://mbj.ssrc.ac.ir/article_20_98f13708210194c475687be6106a3b84.pdf