Goal Setting Effects on Implicit and Explicit Learning of Complex Tasks

Abstract

The robust finding that setting difficult, specific goals leads to increased performance on simple tasks has not generalized to complex task performance. The results of the present research suggest that the moderating effect of task complexity on the goal–performance relationship is due to confounding goal difficulty with explicit and implicit learning. Two multiple cue probability learning studies were performed keeping the learning mode constant while varying goal difficulty. Study 1 examined goal setting effects on performance when task processing was implicit. Consistent with previous research on complex tasks, setting difficult, specific goals did not result in performance gains. Study 2 demonstrated that when complex task processing is explicit, goal setting results in gradual but steady improvements in complex task performance. Protocol analysis of strategies used by participants indicate that goal setting resulted in increased performance through the development of better strategies.