| Autor: |
Souder, Marjorie A., Burroughs, Susan, Parker, Nancy, Bunker, Linda |
| Zdroj: |
Perceptual & Motor Skills; June 1975, Vol. 40 Issue: 3 p847-854, 8p |
| Abstrakt: |
The experiment evaluated the influence of visual and auditory action-information feedback on stylus-maze learning during acquisition, when such feedback was presented concurrently with the response and on transfer trials where such feedback was withdrawn. Terminal-information feedback designating serial error, and summary feedback, identifying time and error scores, were provided under both conditions. 40 apparatus-naive undergraduates were assigned to one of two conditions of action-information feedback. Both groups improved in speed and accuracy of performance during acquisition with superior results under visual condition. The reverse situation was evidenced during withdrawal of information feedback when the auditory group was relatively less affected by the removal of guidance than the visual group. The results are discussed in relation to the maze-task requirements and in terms of hypothesized performance-learning variables of action-information feedback. |
| Databáze: |
Supplemental Index |
| Externí odkaz: |
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