operant framework the answers are easily drawn in terms of the strength and scheduling of the secondary reinforcer, but from a feedback point of view they are not so easily answered. One also must recognize that too great an error or too many errors would no doubt act as a negative reinforcer and decrease responding in the particular situation within which the errors were made. One must conclude that Bilodeau's (1966) earlier statement has not yet been fully answered and that feedback theory is still a long way from being able to answer problems in motivation.
1. Adams, J. (1971). A closed loop theory of motor learning. Journal of Motor Behavior, 3, 111-150. 2. Ammons, R. B. (1956). Effects of knowledge of performance: A survey and tentative theoretical formulation. Journal of General Psychology, 54, 279. 3. Annett, J. (1969). Feedback and human behavior. Baltimore, MD: Penguin. 4. Bilodeau, E. A. (1966). Supplementary feedback and instructions. In E. A. Bilodeau (Ed.), Acquisition of skill. New York, NY: Academic. 5. Bilodeau, E. A., & Bilodeau, I. McD. (1958). Variable frequency of knowledge of results and the learning of a simple skill. Journal of Experimental Psychology, 55, 379-383. 6. Bilodeau, E. A., & Bilodeau, I. McD. (1969). Principles of skill acquisition. New York, NY: Academic. 7. Holding, D. H. (1965). Principles of training. Oxford, England: Pergamon. 8. Larre, E. E. (1961). Interpolated activity before and after knowledge of results. Unpublished doctoral dissertation, Tulane University. 9. Sage, G. (1971). Introduction to motor behavior: A neurophysiological approach. Reading, PA: Addison-Wesley. 10. Skinner, B. F. (1968). The technology of teaching. New York, NY: Appleton-CenturyCrofts. 11. Skinner, B. F. (1969). Contingencies of reinforcement. New York, NY: AppletonCentury-Crofts. 12. RESPONSE AND MOVEMENT QUICKNESS CAN BE TAUGHT 13. Singer, R. N., & Cauraugh, J. H. (1994). Training mental quickness in beginning and intermediate tennis players. The Sport Psychologist, 8, 305-318. 14. 15. Beginner level (undergraduates) tennis players (N = 34) were tested in three tennis situations in a motor learning laboratory and on the court. Ss were divided into two groups: a control group and the other being given supplementary training in mental quickness. Laboratory testing consisted of evaluating direction and type of serves and ground strokes, game situation decisions, and speed and agility reactions to light cues. 16. It was shown that anticipatory skills can be enhanced by appropriate training methods. Speed and accuracy of decisions improved. Only predicting an opponent's ground stroke was not enhanced. 17. Implication. Response times and mechanisms at practice can be improved. Training in an off-court setting can improve beginners. While many studies have shown training procedures for beginners to be inappropriate for advanced and trained individuals, it would not be appropriate to propose this type of training for advanced individuals until its effectiveness has been demonstrated for that population.
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