Meta-analysis of the reduced relative feedback frequency effect on motor learning and performance
McKay, B., Hussien, J., Vinh, M.-A., Mir-Orefice, A., Brooks, H., & Ste-Marie, D. M. · 2022
grade Bmeta-analysisindependentunreplicated
Population
Mostly healthy young adults (university samples) on laboratory motor tasks
Design
Meta-analysis of reduced vs 100% terminal-feedback-frequency experiments, explicitly testing the guidance hypothesis' key prediction that the effect REVERSES from acquisition to delayed retention. Includes z-curve power analysis and prediction intervals. Aggregates small lab RCTs on researcher-designed tasks; pooled point estimates behind paywall (unverified).
Key findings
The textbook claim that frequent feedback degrades learning is NOT supported meta-analytically. Reduced relative feedback frequency showed no significant effect at acquisition, immediate retention, or delayed retention, and — fatally for the guidance hypothesis — no acquisition-to-retention crossover. Prediction intervals are wide enough that a >1 SD advantage in EITHER direction fits the data. Underlying studies are severely underpowered.
Genetic confound
Not addressed; randomized between-subject designs. Heterogeneity source 'remains unaccounted for' — plausibly individual differences in trainability/feedback dependence.
Replication notes
Contradicts the Winstein & Schmidt (1990) / Salmoni (1984) consensus; consistent with the same group's bias findings in self-controlled and attentional-focus literatures.
Effects
| Outcome | Metric | Value | Measure | Timing | Vs | Horizon | Class |
|---|---|---|---|---|---|---|---|
| Acquisition performance | reduced vs 100% feedback frequency | No significant effect (point estimate unverified) | researcher-designed | acquisition; during practice; lab | active-alternative | end-of-treatment | domain-skill |
| Immediate and delayed retention | reduced vs 100% feedback frequency | No significant effect at either; 95% prediction intervals span >1 SD favoring reduced to >1 SD favoring 100% | researcher-designed | retention; immediate and delayed; lab | active-alternative | end-of-treatment | domain-skill |
| Acquisition-to-retention CHANGE (the guidance-hypothesis test) | phase x condition contrast | No significant change from acquisition to retention — the predicted crossover is absent | researcher-designed | acquisition vs retention contrast; lab | active-alternative | end-of-treatment | domain-skill |
| Evidential value of the literature | z-curve / power analysis | Studies 'severely underpowered' (~3 of 4 per a citing paper); substantial unexplained heterogeneity | unknown | n/a; meta-level | none | not-applicable | domain-skill |
Cited by
- Feedback frequency and mental practice in motor learningmixedconf: highgc: low