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• W800349764 abstract "s of the 6th annual congress of the European College of Sport Science, 15th congress of the German Society of Sport Science (p. 129). Koln: Sport und Buch Strauss. *McCullagh, P., & Little, W. S. (1990). Demonstrations and knowledge of results in motor skill acquisition. Perceptual and Motor Skills, 71, 735-742. *Nicholson, D. E., & Schmidt, R. A. (1991). Scheduling infor- mation feedback to enhance training effectiveness. Pro- ceedings of the Human Factors and Ergonomics Society, USA, 35, 1400-1402. Raudenbush, S. W. (1994). Random effects models. In H. Cooper & L. V. Hedges (Eds.), The handbook of research synthesis (pp. 301-322). New York: Sage. Rosenthal, M. C. (1994). The fugitive literature. In H. Cooper & L. V. Hedges (Eds.), The handbook of research synthesis (pp. 8596). New York: Sage. Rosenthal, R. (1994). Parametric measures of effect size. In H. Cooper & L. V. Hedges (Eds.), The handbook of re- search synthesis (pp. 231-244). New York: Sage. Rosenthal, R. & DiMatteo, M. R. (2001). Meta Analysis: Re- cent Developments in Quantitative Methods for Literature Reviews. Annual Review of Psychology, 52, 59-82. Russel, D. M., & Newell, K. M. (2007). On No-KR tests in mo- tor learning, retention and transfer. Human Movement Science,26, 155-173. Rustenbach, J. S. (2003). Metaanalyse. Eine anwendungsorientierte Einfuhrung. Bern, Switzerland: Hans Huber. Salmoni, A. W., Schmidt, R. A., & Walter, C. B. (1984). Knowledge of results and perceptual motor learning. Psychological Bulletin, 95, 355-386. *Schlicher, R. (1996). Experimentelle Untersuchung zum Einflus reduzierter und maximaler Sollwert-Prasentationsfrequenzen bei videogestutzten TechniktrainingsProzeduren im Sport [On the effect of reduced and maximum presentation of goal information in video-assisted skill-training in sport]. Unpublished diploma thesis. Universitat des Saarlandes, Saarbrucken, Germany. Schlicht, W. (1994). Sport und Primarpravention [Sport and primary prevention]. Gottingen, Germany: Hogrefe. Schmidt, R. A. (1982). Motor control and learning. A behavioral emphasis. Champaign/IL: Human Kinetics. Schmidt, R. A. (1991). Frequent augmented feedback can degrade learning: Evidence and interpretations. In G. E. Stelmach & J. Requin (Eds.), Tutorials in motor neuroscience (pp. 59-75). Dordrecht: Kluwer. *Schmidt, R. A., Lange, C., & Young, D. E. (1990). Optimizing summary knowledge of results for skill learning. Human Movement Science, 9 , 325-348. *Schmidt, R. A., Young, D. E., Swinnen, S., & Shapiro, D. C. (1989). Summary knowledge of results for skill acquisition. Support for the guidance hypothesis. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 352-" @default.
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• W800349764 title "Does frequent augmented feedback really degrade learning? A meta-analysis" @default.
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