Verbal, Visual, and Kinesthetic Error Feedback in the Learning of a Simple Motor Task

Abstract

Sixty subjects (30 males and 30 females) attempted to learn a self-paced positioning task using verbal, visual, or kinesthetic error feedback. The three methods of presenting error information were found to be equally effective in learning the task. Contrary to previous findings, the results of the present study support the use of kinesthetic error feedback in early stages of learning. The observed viability of kinesthetic error feedback compared with verbal and visual error feedback is enlightening in view of subject's orientation toward the use of more familiar verbal or visual cues rather than novel kinesthetic cues. No significant sex effects were found to exist in the present study.