Augmented Feedback in Adaptive Motor Skill Training

Abstract

Two studies are presented in which a two-dimensional pursuit tracking task was used to teach a complex perceptual motor skill. The primary emphasis in these studies was to test the need for augmented task difficulty feedback in adaptive training situations where changes in task difficulty rather than performance improvements represent training progress. Augmented feedback was provided either auditorially or visually or both. However, no reliable effects due to feedback were found in either training time-to-criterion or transfer tracking accuracy. In both studies students trained adaptively performed more accurately in transfer.