Achievement in Related Psychomotor Tasks as Influenced by Learning Strategies

Abstract

An information-processing perspective for motor-task analysis was formulated, considering informational analysis, response demands, and feedback characteristics. Three strategies relevant to learning two versions of the same task, maze traversal, were identified. 8 men and 8 women were placed in strategies or no-strategies groups and attempted to traverse a maze as quickly as possible. The strategies group completed the related mazes faster than the control group.