Alireza Farsi, Behrouz Abdoli and Fariba Hasan Barani
Current research was done to investigate the effect of reduced feedback on implicit process generation in learning a throwing task. 24 female students werevoluntarily and randomly placed in two groups of without visual feedback and with visual feedback. None of the groups were provided with throwing instructions. The groups exercised for three days, while retention and transfer tests were held on the fourth day. Visual of the participants was continuously checked based onSnellen scale and using Stereo Optical 5000 visualtester. The results of statistical analyses did not revealed a significant difference between the groups during acquisition, pretest, retention, accuracy and speed of counting (P>0.05). However, there was a significant difference in transfer and verbal protocol (P<0.05). It was concluded that the group without visual feedback has acquiredthe skill through implicit and individual process of working memory. In other words, learning has led to implicit process generation in throwing task via reduced feedback.
