Two hypotheses were tested: (1) A group which has the greatest number of gains in performance on successive trial scores will develop a more positive attitude toward the task; and (2) A group which has the greatest gains in performance in successive trials will show the greatest change in an already formed attitude. Male and female high school students (N=24) in Cape Girardeau, Missouri, were randomly selected and divided into two groups with an equal number of males and females in each group. The subjects performed 12 trials of 15 seconds each of a rotary pursuit task, read directions for completion of the attitude measure instrument, and then completed the instrument. This series of activities was then completed a second time. The difference in treatment of the two groups occurred in the time-on-target. The motor learning performance scores were significantly different between the first and second set of trials and between the sexes. The two factorial analyses of attitude scores did not support the hypotheses. There was a significant interaction with girls' attitudes, improving significantly when more precise information produced an increased number of gains. (Author/JD)