A DIFFERENTIAL INFLUENCE OF AUGMENTED FEEDBACK ON LEARNING AND ON PERFORMANCE
OHIO STATE UNIV RESEARCH FOUNDATION COLUMBUS LAB OF AVIATION PSYCHOLOGY
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A test was conducted of the hypothesis that the training value of augmented feedback in a tracking situation will depend upon the discernibility of input and fundamental feedback signals. Subjects performed a one-dimensional compensatory tracking task using a knob for positional control over the cursor. For two of four groups of subjects the reference element was noisy, oscillating at random about a null position, while for the other two it was not. Augmented feedback, in the form of auditory clicks at the rate of 2 per second when on target, was given one of each pair of groups during training. On subsequent tests the performance of the group trained with augmented feedback and performing with the noisy display deteriorated to the level of its control group trained without feedback. But, the performance of the group trained with augmented feedback and performing on the noise free display continued unchanged and superior to that of its control group trained without feed back. The results are regarded as confirming the hypothesis and as helping to explain previous contradictory findings on the value of augmented feedback.
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