PubMed · 10081452
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H U Lee. 1999. Master class. Interview by Chris Serb.. https://pubmed.ncbi.nlm.nih.gov/10081452/
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J. N. Cleveland and K. R. Murphy (1992) suggested that phenomena such as rater errors and interrater disagreements could be understood in terms of differences in the goals pursued by various raters. We measured 19 rating goals of students at the beginning of a semester, grouped them into scales, and correlated these with teacher evaluations collected at the end of the semester. We found significant multiple correlations, both within classes and in an analysis of the pooled sample (adjusting for instructor mean differences, incremental R2 =.08). Measures of rating goals obtained after raters had observed a significant proportion of ratee performance accounted for variance (incremental R2 =.07) not accounted for by measures of goals obtained at the beginning of the semester.
A central ability of the motor system is to achieve goals with great reliability, although never with zero variability. It is argued that variability is reduced with practice by 3 separate means: reduction of stochastic noise (N), exploitation of task tolerance (T), and covariation (C) between central variables. A method is presented that decomposes variability into these components in relation to task space that is defined by the execution variables. Successful variable combinations form the solution manifold. In a virtual skittles task, it is demonstrated that participants' improvement over repetitions, indicated by increasing accuracy, is accounted for by N, T, and, to a lesser degree, C. The relative contribution of these components changes over the course of practice and task variations.