EFFECTS OF DIFFERENT MODES OF FEEDBACK ON THE ACQUISITION AND RETENTION OF PSYCHOMOTOR SKILLS

GAVRIEL SALVENDY; DAVID R. HARRIS

doi:10.4992/psycholres1954.15.127

GAVRIEL SALVENDY, DAVID R. HARRIS

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JOURNAL FREE ACCESS

1973 Volume 15 Issue 3 Pages 127-135

DOI https://doi.org/10.4992/psycholres1954.15.127

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Published: September 10, 1973 Received: September 20, 1973 Available on J-STAGE: February 24, 2009 Accepted: - Advance online publication: - Revised: -
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Date of correction: February 24, 2009 Reason for correction: - Correction: ABSTRACT Details: Wrong : An optimum feedback strategy is established fur the acquisition and retention of psychomotor skills. A hierarchy of the effectiveness of 18 different feedbacks is established by utilizing 180 male college students divided randomly into 18 groups. The task consists of depressing a bar with a stylus (with a force of 1.3 to 1.7 lb.). The results indicate that: (1) Gradual reduction in feedback is superior to an abrupt halt to feedback for the retention of skill. (2) Negative reinforcement is superior to positive one in both the acquisition and retention of skills. (3) Continuous precise feedback is the best for task which depends on feedback but the worst for the retention of skills which do not depend on feedback.
Right : An optimum feedback strategy is established for the acquisition and retention of psychomotor skills. A hierarchy of the effectiveness of 18 different feedbacks is established by utilizing 180 male college students divided randomly into 18 groups. The task consists of depressing a bar with a stylus (with a force of 1.3 to 1.7 lb.). The results indicate that: (1) Gradual reduction in feedback is superior to an abrupt halt to feedback for the retention of skill. (2) Negative reinforcement is superior to positive one in both the acquisition and retention of skills. (3) Continuous precise feedback is the best for task which depends on feedback but the worst for the retention of skills which do not depend on feedback.

Date of correction: February 24, 2009 Reason for correction: - Correction: CITATION Details: Wrong : ANNETT, J, 1959 Learning a pressure under conditions of immediate and delayed knowledge of results. Quarterly Journal of Experimental Psychology, 11, 3-15.
ANNETT, J. 1969 Feedback and Human Behavior, Penguin Books.
BILODEAU, E. J., & BILODEAU, I. Mcd. 1961 Motor skills Learning, Annual Review of Psychology, 12, 243-280.
EYSENCK, S. B. 1960 Retention of a well-developed motor after one year, The Journal of General Psychology, 63, 267-273.
FLEISHMAN, E. A. 1962 The description and prediction of perceptual motor skill learning, In R. Glaser (Ed.), Training Research and Education, Pittsburgh: University of Pittsburgh Press.
GAGNE, R. M., & FLEISHMAN, E. A. 1959 Psychology and human performance, New York: Holt.
GORDON, N. B. 1959 Learning a motor task under varied display conditions, Journal of Experimental Psychology, 57, 65-78.
HOLDING, D. 1965 Principles of training, Pergamon Press.
JAIINKE, J. C. 1958 Retention in motor learning as a function of amount of practice and rest, Journal of Experimental Psychology, 55, 270-273.
JONES, E. I., & BILODEAU, E. A. 1953 Retention and relearning of a complex perceptualmotor skill after ten months of no practice, HumRRO res. Bulletin, No. 53-15.
MASSLER, NI. 1961 In Massler, M. & Watson, A. (Eds.), Teaching and learning manual skills: Proceedings of a faculty workshop, Chicago: University of Illinois Press, pp. 2-3.
MILLER, R. B. 1953 A method for man-machine task analysis, Wright-Patterson Air Force Base, Ohio: Wright Air Development Center Technical Report, 53-137.
REYNOLDS, B., & ADAMS, J. A. 1953 Motor performance as a function of click reinforcement, journal of Experimental Psychology, 45, 315-320.
SIDLEV, N. A., WINOGRAD, E., & BEDARF, E. W. 1965 Stimulus identification overlap in learning to identify complex sounds, Journal of the Acoustical Society of America, 11-13.
TOMLINSON, R. W. 1972 Control impedance and precision of feedback as parameters in sensori-motor learning, Ergonomics, 15, 33-47.
YATES, A. J. 1965 Effects of delayed auditory feedback on morse transmission by skilled operators, Journal of Experimental Psychology, 467-475.

Right : ANNETT, J, 1959 Learning a pressure under conditions of immediate and delayed knowledge of results. Quarterly Journal of Experimental Psychology, 11, 3-15.
ANNETT, J. 1969 Feedback and Human Behavior, Penguin Books.
BILODEAU, E. J., & BILODEAU, I. Mcd. 1961 Motor skills Learning, Annual Review of Psychology, 12, 243-280.
EYSENCK, S. B. 1960 Retention of a well-developed motor after one year, The Journal of General Psychology, 63, 267-273.
FLEISHMAN, E. A. 1962 The description and prediction of perceptual motor skill learning, In R. Glaser (Ed.), Training Research and Education, Pittsburgh: University of Pittsburgh Press.
GAGNE, R. M., & FLEISHMAN, E. A. 1959 Psychology and human performance, New York: Holt.
GORDON, N. B. 1959 Learning a motor task under varied display conditions, Journal of Experimental Psychology, 57, 65-78.
HOLDING, D. 1965 Principles of training, Pergamon Press.
JAHNKE, J. C. 1958 Retention in motor learning as a function of amount of practice and rest, Journal of Experimental Psychology, 55, 270-273.
JONES, E. I., & BILODEAU, E. A. 1953 Retention and relearning of a complex perceptualmotor skill after ten months of no practice, HUMRRO res. Bulletin, No.53-15.
MASSLER, M. 1961 In Masster, M. & Watson, A.(Eds.), Teaching and learning manual skills: Proceedings of a faculty workshop, Chicago: Uni versity of Illinois Press, pp.2-3.
MILLER, R. B. 1953 A method for man-machine task analysis, Wright-Patterson Air Force Base, Ohio: Wright Air Development Center Technical Report, 53-137.
REYNOLDS, B., & ADAMS, J. A. 1953 Motor performance as a function of click reinforcement, Journal of Experimental Psychology, 45, 315-320.
SIBLEV, N. A., WINOGRAD, E., & BEDARF, E. W. 1965 Stimulus identification overlap in learning to identify complex sounds, Journal of the Acoustical Society of America, 11-13.
TOMLINSON, R. W. 1972 Control impedance and precision of feedback as parameters in sensori-motor learning, Ergonomics, 15, 33-47.
YATES, A. J. 1965 Effects of delayed auditory feedback on morse transmission by skilled operators, Journal of Experimental Psychology, 467-475.

Date of correction: February 24, 2009 Reason for correction: - Correction: PDF FILE Details: -

Date of correction: February 24, 2009 Reason for correction: - Correction: CITATION Details: Wrong : ANNETT, J, 1959 Learning a pressure under conditions of immediate and delayed knowledge of results. Quarterly Journal of Experimental Psychology, 11, 3-15.
ANNETT, J. 1969 Feedback and Human Behavior, Penguin Books.
BILODEAU, E. J., & BILODEAU, I. Mcd. 1961 Motor skills Learning, Annual Review of Psychology, 12, 243-280.
EYSENCK, S. B. 1960 Retention of a well-developed motor after one year, The Journal of General Psychology, 63, 267-273.
FLEISHMAN, E. A. 1962 The description and prediction of perceptual motor skill learning, In R. Glaser (Ed.), Training Research and Education, Pittsburgh: University of Pittsburgh Press.
GAGNE, R. M., & FLEISHMAN, E. A. 1959 Psychology and human performance, New York: Holt.
GORDON, N. B. 1959 Learning a motor task under varied display conditions, Journal of Experimental Psychology, 57, 65-78.
HOLDING, D. 1965 Principles of training, Pergamon Press.
JAHNKE, J. C. 1958 Retention in motor learning as a function of amount of practice and rest, Journal of Experimental Psychology, 55, 270-273.
JONES, E. I., & BILODEAU, E. A. 1953 Retention and relearning of a complex perceptualmotor skill after ten months of no practice, HUMRRO res. Bulletin, No.53-15.
MASSLER, M. 1961 In Masster, M. & Watson, A.(Eds.), Teaching and learning manual skills: Proceedings of a faculty workshop, Chicago: Uni versity of Illinois Press, pp.2-3.
MILLER, R. B. 1953 A method for man-machine task analysis, Wright-Patterson Air Force Base, Ohio: Wright Air Development Center Technical Report, 53-137.
REYNOLDS, B., & ADAMS, J. A. 1953 Motor performance as a function of click reinforcement, Journal of Experimental Psychology, 45, 315-320.
SIBLEV, N. A., WINOGRAD, E., & BEDARF, E. W. 1965 Stimulus identification overlap in learning to identify complex sounds, Journal of the Acoustical Society of America, 11-13.
TOMLINSON, R. W. 1972 Control impedance and precision of feedback as parameters in sensori-motor learning, Ergonomics, 15, 33-47.
YATES, A. J. 1965 Effects of delayed auditory feedback on morse transmission by skilled operators, Journal of Experimental Psychology, 467-475.

Right : ANNETT, J. 1959 Learning a pressure under conditions of immediate and delayed knowledge of results. Quarterly Journal of Experimental Psychology, 11, 3-15.
ANNETT, J. 1969 Feedback and Human Behavior, Penguin Books.
BILODEAU, E. J., & BILODEAU, I. Mcd. 1961 Motor skills Learning, Annual Review of Psychology, 12, 243-280.
EYSENCK, S. B. 1960 Retention of a well-developed motor after one year, The Journal of General Psychology, 63, 267-273.
FLEISHMAN, E. A. 1962 The description and prediction of perceptual motor skill learning, In R. Glaser (Ed.), Training Research and Education, Pittsburgh: University of Pittsburgh Press.
GAGNE, R. M., & FLEISHMAN, E. A. 1959 Psychology and human performance, New York: Holt.
GORDON, N. B. 1959 Learning a motor task under varied display conditions, Journal of Experimental Psychology, 57, 65-78.
HOLDING, D. 1965 Principles of training, Pergamon Press.
JAHNKE, J. C. 1958 Retention in motor learning as a function of amount of practice and rest, Journal of Experimental Psychology, 55, 270-273.
JONES, E. I., & BILODEAU, E. A. 1953 Retention and relearning of a complex perceptualmotor skill after ten months of no practice, HumRRO res. Bulletin, No.53-15.
MASSLER, M. 1961 In Massler, M. & Watson, A.(Eds.), Teaching and learning manual skills: Proceedings of a faculty workshop, Chicago: University of Illinois Press, pp.2-3.
MILLER, R. B. 1953 A method for man-machine task analysis, Wright-Patterson Air Force Base, Ohio: Wright Air Development Center Technical Report, 53-137.
REYNOLDS, B., & ADAMS, J. A. 1953 Motor performance as a function of click reinforcement, Journal of Experimental Psychology, 45, 315-320.
SIDLEY, N. A., WINOGRAD, E., & BEDARF, E. W. 1965 Stimulus identification overlap in learning to identify complex sounds, Journal of the Acoustical Society of America, 11-13.
TOMLINSON, R. W. 1972 Control impedance and precision of feedback as parameters in sensori-motor learning, Ergonomics, 15, 33-47.
YATES, A. J. 1965 Effects of delayed auditory feedback on morse transmission by skilled operators, Journal of Experimental Psychology, 467-475.

Abstract

An optimum feedback strategy is established for the acquisition and retention of psychomotor skills. A hierarchy of the effectiveness of 18 different feedbacks is established by utilizing 180 male college students divided randomly into 18 groups. The task consists of depressing a bar with a stylus (with a force of 1.3 to 1.7 lb.). The results indicate that: (1) Gradual reduction in feedback is superior to an abrupt halt to feedback for the retention of skill. (2) Negative reinforcement is superior to positive one in both the acquisition and retention of skills. (3) Continuous precise feedback is the best for task which depends on feedback but the worst for the retention of skills which do not depend on feedback.

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