Effect of long-term practice and time-on-target information feedback on a complex tracking task.

Archer, E. James; Kent, George W.; Mote, F. A.

doi:10.1037/h0048724

Cited by 21 publications

(11 citation statements)

References 6 publications

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“…Certainly, everyone has learned many skills for which no KR, as defined here, has been provided. Empirically, Archer, Kent, and Mote (1956) and others have shown that KR in terms of time-ontarget scores after each trial of a tracking task had nearly no effect on performance as compared with a no-KR condition. Such evidence probably does not mean that error information was unimportant, but rather that responseproduced feedback-probably vision-was redundant with KR.…”

Section: Problems Of Definitionmentioning

confidence: 95%

See 1 more Smart Citation

Knowledge of results and motor learning: A review and critical reappraisal.

Salmoni¹,

Schmidt²,

Walter³

1984

Psychological Bulletin

1,174

807

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Previous analyses of knowledge of results (KR) and motor learning have generally confounded the transient performance effects as shown when KR is present and the relatively permanent (i.e., learned) effects that we argue should be evaluated on a transfer test without KR. In this review, we classify investigations according to this distinction, and a number of new relations emerge between KR and both learning and performance. In addition to the motivational and associational roles of KR, we emphasize that it also acts as guidance, enhancing performance when it is present but degrading learning if it is given too frequently.

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Section: Problems Of Definitionmentioning

confidence: 95%

“…Archer and Namikas (1958), using the delay of a tone indicating that the subject had contacted the target during a tracking-task trial, also found no effect. However, this is most likely due to the failure of KR of any sort to have effects in tracking tasks with ample intrinsic feedback (e.g., Archer et al, 1956).…”

Section: Kr-delay Effectsmentioning

confidence: 99%

Knowledge of results and motor learning: A review and critical reappraisal.

Salmoni¹,

Schmidt²,

Walter³

1984

Psychological Bulletin

1,174

807

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“…Substantial improvements have been documented in tasks ransing in complexity from finger tapping (e.J., Provins, 1958;Ream, 1922;Wells, 1908), ball balancing (e.9., Swift, 1903), and crank turning (e.g., Provins, 1956), to telegraphy (e.g., Bryan & Harter, 1897;Fleishman & Fruchter, 1960), tracking (e.g., Archer, Kent, & Mote, 1956) and typing (e.g., Conrad & Longman, 1965;Leonard & Carpenter, 1964). Moreover, virtually all relevant experiments have demonstrated that response time is greatly reduced as a function of practice, and in many of the studies it has also been reported that the initially most difticult conditions exhibit the greatest improvements with practice.…”

Section: Improvement In Simple Tasksmentioning

confidence: 99%

Skilled performance: Effects of adult age and experience on elementary processes.

Salthouse

Somberg²

1982

Journal of Experimental Psychology: General

219

136

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SUMMARYDespite a general neglect in contemporary research of the role of practice on the performance of simple components of skill, considerable evidence indicates that experience leads to substantial improvement in detection, discrimination, ani speeded classification. One goal of the present research was to identify the mechanisms responsible for practice-related improvement in such elementary tasks. A second goal was to determine whether there are adult age differences in the magnitude of practicerelated improvement on simple perceptual and cognitive skills or in the mechanisms used to achieve that improvement.Eight young adults (ages 19 to 27 years) and 8 older adults (ages 62 to 73 years) performed four simple tasks for 5l experimental sessions. On several sessions the subjects received qualitatively or quantitatively different stimuli to determine the mechanisms responsible for improvement. A concurrent reaction-time task was also performed at three different periods to assess the level of residual capacity after various amounts of practice.The results were interpreted as suggesting that improvement is due to shifts in the type of information being processed, in the identity or sequence of processing operations, and in the attention requirements of the task. A model incorporating these mechanisms is proposed and its application to the data is discussed.Age differences persisted on nearly every performance measure throughout all levels of practice. Moreover, there was little evidence that young and old subjects were qualitatively different in the manner in which they performed the tasks. It is suggested that the major difference between young and old adults on simple perceptual and cognitive tasks is the rate of processing nearly all types of information.Skill generally refers to the possession of expertise in some fairly complex, temporally interrelated behavior. For example, a skilled typist or pianist has a well coordinated sequence of manual keystrokes; the development of that coordination is probably the major part of skill acquisition in these domains, because the keystrokes themselves are extremely simple in isolation. However, in other areas of skill it is possible that performance of each individual component changes with increasing expertise. Perhaps substantial improvements do not occur in the quality of a simple keystroke, but other perceptual or motoric aspects of skill might improve independent of the overall coordinated integration of the components.Consider the case of drivine an automobile. Driving involves a complex coordinated sequence of perceptual and motor activities, and the skilled driver almost certainly possesses a more efficient integration and coordination of these activities than the novice driver. The expert is probably better able to turn the steering wheel while applying pressure to the brake or accelerator, to engage the clutch with his or her foot while manually shifting gears, to sound the horn while applying pressure to the brakes, and so on. One could also ask. however, ...

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“…This has been shown by Goldstein and Rittenhouse (1954), Reynolds andAdams (1953), andSmode (1958). However, it should be noted that the results of Reynolds and Adams were not confirmed by Archer, Kent, and Mote (1956) and Archer and Namikas (1958).…”

Section: New York Universitymentioning

confidence: 83%