AUGMENTING MOTOR-RESPONSES WITH AUDITORY INFORMATION - GUIDANCE HYPOTHESIS IMPLICATIONS

The purpose of the experiments outlined in this article was to determine the acquisition and retention effects of providing or not providing auditory feedback during responses when a tone representing the target location of the correct response was provided prior to each response. In general, Experiments 1 and 2 demonstrated that subjects provided with auditory feedback during acquisition produced less error during acquisition and retention relative to a baseline control. Also, in Experiment 2, half of the subjects were provided an opportunity to develop a general memory representation of the association between auditory feedback and all possible target locations prior to acquisition sessions. Subjects provided with auditory feedback during acquisition produced less error during acquisition, but more error during retention, relative to subjects who developed this general memory representation and were not provided auditory feedback during acquisition. These findings were cogent with the guidance hypothesis of motor learning.