Evaluation of pour training procedures for college students.

Abstract

We assessed the effects of (a) stimulus fading, (b) verbal feedback, and (c) superimposition training on college students’ skill acquisition, maintenance, and generalization of accurate pours of a standard serving of beer (12 oz). Participants were 18 college students who failed to pour within 10% of a standard serving of beer (less than 10.75 oz or greater than 13.25 oz) during baseline assessment. Thirteen participants were assigned to 1 of 3 training methods (verbal feedback, stimulus fading, or superimposition) and were assessed immediately following training and at 1-week and 30-day follow-ups. Five participants were included in a control group. Compared with the control group, all 3 training methods were effective in improving the accuracy of college students’ pours of standard servings immediately following training; most participants showed skill maintenance and generalization at 1-week follow-up. About half of the participants, particularly those that received 2 types of training, showed skill maintenance and generalization at 30-day follow-ups. Results support the use of pour training in conjunction with 1 or more specific feedback training strategies as an important component of university alcohol education.