The effect of kinesthetic, verbal, and visual cues on the acquisition of a lever-positioning skill.

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Abstract
An attempt was made to determine the roles of kinesthetic, verbal, and visual cues in the acquisition of a lever-positioning skill, by comparing performance following training procedures in which these cues were differentially emphasized. Sixty subjects practiced the standard task on the 1st and last of ten practice sessions, but 6 groups were differentiated on the basis of their tasks during the middle 8 sessions. None of the training procedures were as effective as practice on the task itself, and evidence for interference between the training procedures and the standard task prevented a direct comparison of kinesthetic, visual, and verbal cues. Two of the training procedures used, those requiring a verbal response and a kinesthetic response to a verbal stimulus produced negative transfer to the standard task, indicating that practice on closely related tasks may produce performance on the standard task which is inferior to no practice at all. This has important implications for the design and use of motor training equipment, and points up the necessity for adequate validation of such equipment.
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