A century's worth of research has failed to identify the amount of feedback necessary to learn a new task (cf. (Schmidt & Bjork, 1992; Van Merrienboer & Sweller, 2005). Some argue less feedback is beneficial in acquisition as it provides conditions similar to those needed for retention (Schmidt & Bjork, 1992); others advocate more feedback will reduce the cognitive load of the learner thus freeing up the resources needed for learning (McLaughlin, 2007; McLaughlin, Rogers, & Fisk, 2006; Sweller, 1988). To test the model feedback requirements are determined by the cognitive resources of the learner and the demands imposed by the task (McLaughlin et al., 2006), a simple cue-based learning exercise was created. Cognitive resources was controlled for by using participants with documented declines in cognitive resources, older adults (Horn & Cattell, 1967; Salthouse & Babcock, 1991). Results indicated feedback requirements for a cue that drew from fluid abilities differed from a cue that drew from crystallized intelligence suggesting feedback requirements may be based on individual ability levels. Theoretical and applied contributions are also discussed.
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