Investigated the effects of varying frequency of feedback information on learning to accelerate and decelerate heart rate in 2 experiments with a total of 72 male undergraduates. In Exp I 3 feedback frequencies were assessed: information after every heart beat, every 5 beats, and every 10 beats. All feedback groups were compared with a tracking task control group. Results indicate that for speeding sessions, the feedback groups generated faster rates than the tracking group. In addition, there was a significant linear trend across feedback group performance, with Ss receiving continuous feedback (every beat) showing the fastest rates. During slowing sessions, the feedback groups performed better than tracking controls, again supporting a general feedback effect. However, there were no significant trends across feedback groups, suggesting that, unlike speeding, slowing performance is not finely tuned to information input. Exp II replicated the speeding results, again demonstrating that success at this task varies systematically with frequency of information feedback. (16 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).
- feedback frequency, learned heart rate deceleration & acceleration, college students