Travlos A K, Pratt J
Department of Physical Education and Sport Studies, University of Alberta.
Percept Mot Skills. 1995 Feb;80(1):3-14. doi: 10.2466/pms.1995.80.1.3.
Meta-analysis was performed to evaluate the temporal locus of knowledge of results. An extensive literature review was conducted, yielding 17 published articles suitable for the meta-analyses. These studies were then separated into 2 general categories of acquisition and retention. These categories were subdivided further into KR delay interval, KR delay and motor interpolated activities, KR delay and verbal interpolated activities, post-KR interval, post-KR interval and motor interpolated activities, and post-KR interval and verbal interpolated activities. 6 of the 12 categories gave enough data for the meta-analyses. The categories which showed significant results were KR-delay, post-KR interval, and post-KR interval and verbal interpolated activities in acquisition. Although significant, effect sizes were comparatively small. The discussion of findings focused on effects of the temporal locus of KR and interpolated activities on performance and learning.
进行了荟萃分析以评估结果知识的时间轨迹。开展了广泛的文献综述，得出17篇适合进行荟萃分析的已发表文章。然后将这些研究分为获取和保留这两大类。这些类别进一步细分为结果反馈延迟间隔、结果反馈延迟与运动插入活动、结果反馈延迟与言语插入活动、结果反馈后间隔、结果反馈后间隔与运动插入活动，以及结果反馈后间隔与言语插入活动。12个类别中有6个提供了足够的数据用于荟萃分析。显示出显著结果的类别是结果反馈延迟、结果反馈后间隔，以及获取过程中的结果反馈后间隔与言语插入活动。尽管具有显著性，但效应量相对较小。研究结果的讨论集中在结果反馈的时间轨迹和插入活动对表现和学习的影响上。
