His primary areas of investigation include Cognitive psychology, Motor learning, Knowledge of results, Information processing and Motor skill. His work deals with themes such as Motor system and Fitts's law, which intersect with Cognitive psychology. His specific area of interest is Motor learning, where he studies Augmented feedback.
His biological study spans a wide range of topics, including Challenge point framework, Motor program and Developmental psychology. Richard A. Schmidt usually deals with Information processing and limits it to topics linked to Artificial intelligence and Cognitive science and Machine learning. His Motor skill research is multidisciplinary, relying on both Mechanism, Cognition, Psychomotor learning and Perception.
Richard A. Schmidt focuses on Cognitive psychology, Motor learning, Knowledge of results, Motor skill and Developmental psychology. His work carried out in the field of Cognitive psychology brings together such families of science as Stimulus, Social psychology and Cognition. His Motor learning study combines topics from a wide range of disciplines, such as Motor program, Motor control, Artificial intelligence and Information processing.
The study incorporates disciplines such as Cognitive science and Augmented feedback in addition to Information processing. His Knowledge of results research integrates issues from Challenge point framework, Simulation, Frequency and Set. As a part of the same scientific study, Richard A. Schmidt usually deals with the Motor skill, concentrating on Psychomotor learning and frequently concerns with Perception.
Motor learning, Cognitive psychology, Motor skill, Motor control and Brake are his primary areas of study. His studies in Motor learning integrate themes in fields like Motor system, Speech recognition, Audiology and Artificial intelligence. The Artificial intelligence study which covers Cognitive science that intersects with Learning experience.
His Cognitive psychology research includes themes of Stimulus and Speech motor. The concepts of his Motor skill study are interwoven with issues in Teaching method, Social psychology and Cognition. He focuses mostly in the field of Motor control, narrowing it down to matters related to Psychomotor learning and, in some cases, Task analysis and Kinesiology.
Richard A. Schmidt mainly focuses on Cognitive psychology, Motor learning, Psychomotor learning, Motor control and Motor skill. His Cognitive psychology study integrates concerns from other disciplines, such as Dynamical systems theory, Stimulus, Speech recognition, Speech motor and Kinesiology. His Motor learning study combines topics in areas such as Motor system and Speech production.
His studies deal with areas such as Task analysis, Perception and Motor coordination as well as Psychomotor learning. His Motor control research incorporates themes from Learning experience, Cognitive science, Artificial intelligence and Information processing. His Motor skill research includes themes of Social psychology and Child development.
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Motor Control and Learning: A Behavioral Emphasis
Richard A. Schmidt.
A schema theory of discrete motor skill learning.
Richard A. Schmidt.
Psychological Review (1975)
Motor-output variability: a theory for the accuracy of rapid motor acts.
Richard A. Schmidt;Howard Zelaznik;Brian Hawkins;James S. Frank.
Psychological Review (1979)
Knowledge of results and motor learning: a review and critical reappraisal.
Alan W. Salmoni;Richard A. Schmidt;Charles B. Walter.
Psychological Bulletin (1984)
Motor control and learning: A behavioral emphasis, 4th ed.
Richard A. Schmidt;Timothy D. Lee.
Reduced frequency of knowledge of results enhances motor skill learning.
Carolee J. Winstein;Richard A. Schmidt.
Journal of Experimental Psychology: Learning, Memory and Cognition (1990)
Motor Learning and Performance
Richard A. Schmidt;Craig A. Wrisberg.
Summary knowledge of results for skill acquisition: support for the guidance hypothesis
Richard A. Schmidt;Douglas E. Young;Stephan Swinnen;Diane C. Shapiro.
Journal of Experimental Psychology: Learning, Memory and Cognition (1989)
Principles of Motor Learning in Treatment of Motor Speech Disorders
Edwin Maas;Donald A. Robin;Shannon N. Austermann Hula;Skott E. Freedman.
American Journal of Speech-language Pathology (2008)
Frequent Augmented Feedback Can Degrade Learning: Evidence and Interpretations
Richard A. Schmidt.
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