substantive value

substantive value
Lest these pages be wasted on introductory remarks of small substantive value, let it suffice to say that this review picks up about where the previous review of motor skills by Bilodeau & Bilodeau (22) left off. Mainly, the litera­ ture under scrutiny has been of the period 1960 to Spring 1963, although minor excursions into the pre-1960 era were sometimes made to establish a research frame of reference, or to develop a theme that was not highlighted by Bilodeau and Bilodeau. The type of study covered is that which is reason­ ably subsumed under basic research and general experimental psychology, even though engineering psychology regularly spews forth a flow of experi­ ments on motor behavior in one applied context or another. Presumably these studies will be covered in an appropriate chapter at another time.

MECHA ISMS OF SKILLED PERFORMAKCE
Historically, American research on skills has tended to deal with be­ haviorally large units like tracking performance, and has given less emphasis to the constituent mechanisms that enter skilled sequences. British research, on the other hand, has taken a more molecular view and the impact of their work has grown during the past few years in the United States. The British have gotten a lot of kilometers out of communications and computer models, but those who are disposed toward other interpretations can set aside these analogies from engineering and find plenty of good ideas and data behind the models. The gist of their formulation, which seems to find a goodly amount of agreement in the United Kingdom, is that S (subject) has a number of sensory input channels, short- and long-term memory for storing these incoming data before responding if necessary, a decision mechanism of limited capacity for processing the environmental stimuli as well as the in­ ternal stimuli fed back from responses, a number of effector mechanisms to which the decision mechanism issues orders, and mechanisms of temporal expectancy that govern the timing of responses. One way or another, research on these topics by the British, and lately the Americans, has been probing the stuff out of which skills are made. Until recently, learning has been conspicu­ ously neglected in their ‘vork, as it has been by all whose penchant is engi­ neering models.
Psychological refractory period.-A keystone of the main British position is a one-channel decision mechanism that allows S to attend to only one

1 The survey of literature pertaining to this review was concluded in April 1963.
2 Abbreviations used in this chapter include: RT (reaction time); PRP (psycho­ logical refractory period); KR (knowledge of results); EEG (electroencephalogram); EKG (electrocardiogram); EMG (electromyogram).

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