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The article presents a study that outlines an approach used in the assessment of motor skills or skilled performance. It also describes how the approach was used in the reassessment of knowledge of results of a learning experience. Under the investigation, two different kinds of knowledge of results are explored, namely as a directional indicator and as an augmented feedback. Several points postulated from the results of the investigation are summarized. Moreover, the findings suggest that a trainee's reaction on the information given to him/her about the progress he/she is making in his/her learning vary from one kind of task to another.

The article presents a study on motor skills from the general standpoint of a perceptual skill in the receiving of information. Several studies of motor skills have frequently stressed the perceptual significance of the operation. The nervous system of the operator has been considered as a limited capacity channel trying to handle several incoming signals. These signals may come either from the external environment or from internal sources. Propositions concerning the probabilities of events in skilled performance is described.

The article reviews the pamphlet "Programmed Instruction," by D. Mackenzie Davey and P. McDonnell.