The progression-regression hypotheses in perceptual-motor skill learning.

Abstract

The progression hypothesis predicts that learning a perceptual-motor skill entails weighting more subtle aspects of the displayed error signal more heavily. The regression hypothesis predicts that under stress the weighting would "regress" to a heavier emphasis on more apparent stimulus characteristics, but that recovery from stress follows the progression hypothesis. A system, consisting of analog computers and servomechanisms, was utilized to match the performance of S. The gain settings were treated as approximations of the weights assigned by S. The results confirmed the hypotheses, and the technique proved to be efficient and rapid. It was concluded that the beginning of a theory of perceptual-motor skill learning may be found in these results. (PsycINFO Database Record (c) 2006 APA, all rights reserved)