AbstractsPsychology

Numerous researchers have tested predictions from the guidance hypothesis by reducing the frequency of terminal feedback (knowledge of results) in constant practice. These studies have produced equivocal results. Lai and Shea (in press) suggested that the lack of consistent findings may be due to the relatively weak effects of terminal feedback in guiding performers to the target response. They proposed that concurrent feedback, which produces very strong guiding effects, may be a more appropriate model. Two experiments manipulated the frequency of concurrent feedback in an attempt to determine the effects on learning. In each experiment, participants attempted to reproduce a criterion force production waveform (5 sec in duration) presented on the computer monitor. Consistent with the guidance hypothesis, the results of Experiment 1 indicated very strong guiding effects of concurrent feedback and strong dependency of the feedback as indicated by extremely poor performance upon withdrawal in retention. However, as predicted by the guidance hypothesis, dependency on the feedback was reduced as a result of reducing the frequency of the concurrent feedback. Various schedules of reduced frequency concurrent feedback and combinations of concurrent and terminal feedback were tested in Experiment 2 in an attempt to understand why high frequency concurrent feedback was detrimental to learning.