Effect of Evaluative Others Upon Learning and Performance of a Complex Motor Task

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Abstract
Two experiments were conducted to assess the effect of evaluation potential upon learning and performing a complex motor task. In Experiment 1, 45 subjects learned the motor task (mirror tracing) to criterion and were then introduced to one of three treatments. Subjects performed the task either (a) alone, (b) in the presence of a blindfolded audience, or (c) in the presence of an evaluative audience. In Experiment 2, 45 subjects were introduced to the same three treatments but the subjects did not learn the task beforehand. The subjects learning the motor task were significantly inhibited by the evaluative audience, while the subjects who had already learned the task were significantly facilitated in their motor responses. The blindfolded audience also had an effect upon learning and performance. The results of both experiments were discussed in relation to their support of Cottrell's evaluation potential hypothesis.