Effect of Visual and Verbal Post-Response Errors on Learning a Simple Discrete Task

Abstract

Visual and verbal post-response errors were manipulated to determine if acquisition of a motor skill (linear positioning) varied. Three 2 (types of error information) × 4 (trial blocks) factorials were used to analyze data specific to absolute, constant, and variable errors in movement accuracy. Both groups given information on errors significantly reduced movement errors over trial blocks. A significant interaction of absolute and variable errors favored the verbal presentation only on the first trial block.