Coull, J., Tremblay, L., & Elliott, D. (2001). Examining the specificity of practice hypothesis: Is learning modality specific? Research Quarterly for Exercise and Sport, 72, 345-354.

The specific of practice hypothesis was examined using a tracking task. College students (M = 12; F = 28) were Ss and presumed to be novices at the specific task. Two experiments were conducted.

First, visual and auditory feedback about performance was provided. Vision was deemed more useful than hearing in the early stage of acquisition. Performance gains were retained when no feedback was provided. Learning was specific only in the visual learning condition.

Second, visual feedback and auditory feedback were combined. Similar results to the first experiment were revealed. Vision appears to dominate audition in the learning of motor tasks.

Implication. When learning a task, visual cues should be emphasized to produce better instruction.

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