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Funding was provided by the National Science Foundation under Grant Nos. OCE-9806381, OCE-9940880, and OCE-0095069.

In learning motor skills, different types of information can be utilized to reinforce correct execution of the skill. Over the years, augmented information after the movement (i.e., knowledge of results) has been the most widely studied and has received attention as the most important variable for learning. Recently, however, researchers have begun to focus on modeling or providing information prior to movement as another important aspect of skill learning. The present experiment compared a KR 100% condition with a KR 33% condition, with a final modeling plus KR condition on the acquisition and immediate transfer retention of a timing task. The results showed that all groups reached the same performance level by the end of acquisition. However, over the immediate transfer phase, subjects who had received modeling plus KR during acquisition, increased their errors. Delayed retention produced no significant group effects.

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Read in Section on Ophthalmology, Otology and Laryngology of the American Medical Association, May, 1884, The influences of optical defects are three-fold; first, productive of vision less than normal; second, are productive of certain ocular diseases or render acute attacks of eye disease chronic by their presence; third, there are produced by their presence, headache, nervous symptoms, gastric disturbance, many cases of so-called biliousness and a chain of reflex symptoms due to the accommodative effort. Cases presenting a manifest defect of vision, seek relief by glasses, and are satisfied either partially or fully, as the manifest or total defect is corrected. In cases where ocular disease, or the form of trouble described under the third classification exists, accommodative effort may conceal the defect, which any of the mydriatics will expose and relieve the symptoms if they are the result of the optical condition of the eye; glasses are required to