In this study we examined the ability of young adults to rescale a tar
get-aiming movement to meet new spatial demands. Of interest was the r
ole of response-produced visual feedback in the learning process, as w
ell as the specificity/generalizability of motor learning. The analysi
s of both performance and kinematic data indicate that rather than bec
oming less dependent on visual response-produced feedback with practic
e, part of skill acquisition involved learning to use feedback rapidly
and efficiently. Transfer of training between spatial mapping conditi
ons appeared to depend on the degree to which a specific training cond
ition encouraged participants to employ the visual information process
ing procedures required in retention and transfer. Overall our results
are consistent with the view that motor learning involved the develop
ment of specific feedback processing procedures.