Abstract
The results of previous studies (Fleishman, l953-1960, Inomata, 1968) had shown that the particular combinations of abilities contributing to performance on psychomotor tasks might change as practice on these tasks, being continued. It was the main purpose of the present study to identify the relative importance of "motor" versus "non-motor (intellectualfactor)" factors at early and late stages of perceptual-motor learning. Experiment I Rotary Pursuit task (RP) as practice one was given to 52 Ss(CA12). There, the same Ss also received a battery of ten reference tests which measured non-motor abilities. The interrelations of eighteen variables were analyzed by Hotelling's principal component method. Five meaningful factors were identified in the experimental battery. Experiment II. Two Hands Coordination task as practice one was given to 50 Ss(CAl2). There, thesame Ss also received a battery of six reference tests which were administered in Exp. I. The data were analyzed by the same method that is in Exp. I. Four meaningful factors and one not identified factor were taken out. The results of the two experiments were as follows: 1) General factor of intelligence didn't contribute at all stages of practice. 2) Task specific factor contributed to performance at early Stages as well as late stages of practice, but in early stages the factor loading was lower.3) The loading of some non-motor factors were significant at early stages of practice. It was felt that future work along these lines might also provide useful information on the relationships between mental ability and perceptual-motor learning.
