Effect of prompting and feedback on performance during learning, stress, and transfer of a perceptual skill

Effects of auditory context cues and training on performance of a point estimation sonification task

“…There is considerable research indicating that performance on perceptual tasks is susceptible to improvement with training (e.g. Ahissar, 1999Ahissar, , 2001Aiken & Lau, 1967;Annett, 1966;Annett & Patterson, 1967;Cuddy, 1968;Lunn, 1948;Prather, Berry, & Bermudez, 1972;Proctor & Dutta, 1995;Sidley, Winograd, & Bedarf, 1965;Swets, Millman, Fletcher, & Green, 1962), including perceptual learning specific to audition (Cuddy, 1968). Cuddy's results indicated not only that training could alter the performance of untrained subjects, but also that the focus of the training programme was an important factor in the amount of improvement attained (Cuddy, 1968;Heller & Auerbach, 1972).…”

Transfer of Training: An Interpretive Review

“…This lack of experiencing alternative responses promotes learning by eliminating errors and increasing the * performance of the TBR movement (Adams & Dijkstra, 1966;Prather, Berry, & Bermudez, 1972). By practicing the correct response subjects develop an accurate memorial representation of the TBR movement.…”

To Err or Not to Err: A Question for the Instruction of Psychomotor Skills

“…In contradiction, Singer and Pease (Note 1) demonstrated that task complexity was not a performance variable when related to the instructional strategy employed. Prather, Berry, and Bermudez (1972) and Berry, Prather, and Bermudez (1973) investigated possible techniques to equalize the two instructional methods on transfer performance. In the earlier study, feedback was provided to the cued group in addition to prompting.…”