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1.
The purpose of these experiments was to investigate further the variable practice effect found by Shea and Kohl (1990). Experiment 1 was an initial attempt to determine the locus of the retention benefits demonstrated by subjects provided variable practice experiences. All groups received 20 acquisition blocks consisting of five test trials per block at a target of 150 N. The interval between test trials was either unfilled or filled, with additional trials consisting of the same target force, variable target forces, or practice on an unrelated motor task. The results indicated retention was not incremented (relative to an unfilled interval) by requiring subjects to perform an unrelated motor task in the intertest-trial interval. However, when the interest-trial interval was filled with practice on related motor tasks, retention was significantly improved. Experiment 2 assessed the impact of increasing the number of related motor tasks interpolated between test trials. The results indicated filling the intertest-trial interval with one motor task resulted in large retention benefits relative to an unfilled interval. Further increases in the number of related motor tasks (3) interpolated between test trials resulted in only modest increments to retention. The results were consistent with the elaboration perspective proposed by Shea and Zimny (1983). The elaboration perspective proposes that the simultaneous presence of related items in working memory facilitates interitem elaborative and distinctive processing that ultimately results in retention benefits. 相似文献
2.
Two experiments investigated the effects of a single reminder trial on immediate and delayed retention. Experiment 1 determined if beneficial effects of a reminder trial were a function of task order immediate retention performance benefited only when the reminder trial was practiced in the first block of trials. Experiment 2 added a 24-hr delayed retention test to examine the long-term benefits of a reminder trial. Retention performance was enhanced over both delay intervals. The long-term effect extended previous research (Shea & Titzer, 1993) that documented effects after 10 min. The use of a single reminder trial established that intertask comparisons between multiple reminder trials were not a precondition for the reminder trial effect as postulated by Shea and Titzer. 相似文献
3.
Two experiments investigated the effects of a single reminder trial on immediate and delayed retention. Experiment 1 determined if beneficial effects of a reminder trial were a function of task order. Immediate retention performance benefited only when the reminder trial was practiced in the first block of trials. Experiment 2 added a 24-hr delayed retention test to examine the long-term benefits of a reminder trial. Retention performance was enhanced over both delay intervals. The long-term effect extended previous research (Shea & Titzer, 1993) that documented effects after 10 min. The use of a single reminder trial established that intertask comparisons between multiple reminder trials were not a precondition for the reminder trial effect as postulated by Shea and Titzer. 相似文献
4.
Abstract Research on the benefits of distributed practice for the acquisition and retention of motor skills has a long history. The majority of this research has involved skill acquisition of continuous tasks. However, there is some evidence to suggest that distribution of practice effects are quite different for discrete tasks than for continuous tasks. In the present study, we used a single task, formed discrete and continuous versions of the task, and examined how acquisition and retention were affected by the length of inter-trial interval. The basic task was a movement timing task that involved either one timing estimate per trial (the “discrete” version) or twenty successive estimates per trial (the “continuous” version). Separate groups of subjects learned one version of the task under either distributed (25 s inter-trial intervals) or massed (0.5 s inter-trial intervals) practice conditions. Both massed and distributed retention trials were performed on the same version of the task according to a double transfer design. The results confirmed the apparent disparity: Acquisition and retention were facilitated by distributed practice on the continuous task, but by massed practice on the discrete task. These results were discussed in terms of the role of the inter-trial interval in discrete and continuous tasks. 相似文献
5.
Distribution of practice in motor skill acquisition: different effects for discrete and continuous tasks 总被引：1，自引：0，他引：1
Research on the benefits of distributed practice for the acquisition and retention of motor skills has a long history. The majority of this research has involved skill acquisition of continuous tasks. However, there is some evidence to suggest that distribution of practice effects are quite different for discrete tasks than for continuous tasks. In the present study, we used a single task, formed discrete and continuous versions of the task, and examined how acquisition and retention were affected by the length of inter-trial interval. The basic task was a movement timing task that involved either one timing estimate per trial (the "discrete" version) or twenty successive estimates per trial (the "continuous" version). Separate groups of subjects learned one version of the task under either distributed (25 s inter-trial intervals) or massed (0.5 s inter-trial intervals) practice conditions. Both massed and distributed retention trials were performed on the same version of the task according to a double transfer design. The results confirmed the apparent disparity: Acquisition and retention were facilitated by distributed practice on the continuous task, but by massed practice on the discrete task. These results were discussed in terms of the role of the inter-trial interval in discrete and continuous tasks. 相似文献
6.
Abstract To better understand the contextual interference effect, in two experiments we investigated a form of practice schedule that provided novices with systematic increases in contextual interference. This new type of practice schedule was compared with traditional blocked and random scheduling for two types of sports skills. In Experiment 1, we tested the hypothesis that practising variations of the same task with systematic increases in contextual interference would lead to superior performance compared with blocked or random scheduling. Participants practised golf putting tasks following a blocked, random or increasing schedule, which involved initial blocked trials, followed by serial practice trials, and ended with random scheduling. Participants who followed the increasing schedule had superior retention test performance. In Experiment 2, we tested if these learning benefits were observed when learning tasks controlled by different generalized motor programs. Participants practised three different basketball passes (chest, overhead, single arm) in a blocked, random or increasing schedule. Participants practising with gradual increases in contextual interference performed better on retention and transfer tests than participants practising with blocked or random scheduling. The results of these two experiments indicate that a practice schedule offering systematic increases in contextual interference facilitates skill learning. 相似文献
7.
The aim of the present study was to determine if two levels of task similarity influenced acquisition, retention, and transfer performance of three simple motor skills. Sixty right-handed subjects were randomly assigned to one of five (n = 12) experimental conditions. Each subject performed 72 trials during acquisition. Twenty-four trials were recorded for each movement task. Following a 5-min unfilled retention interval, subjects performed 4 trials on each task before completing 12 transfer trials of a novel movement. Contextual interference effects for acquisition and retention were supported for low but not high similarity tasks. Further, the results suggest that a different memory representation exists for high and low similarity tasks. 相似文献
8.
Abstract The aim of the present study was to determine if two levels of task similarity influenced acquisition, retention, and transfer performance of three simple motor skills. Sixty right-handed subjects were randomly assigned to one of five (n = 12) experimental conditions. Each subject performed 72 trials during acquisition. Twenty-four trials were recorded for each movement task. Following a 5-min unfilled retention interval, subjects performed 4 trials on each task before completing 12 transfer trials of a novel movement. Contextual interference effects for acquisition and retention were supported for low but not high similarity tasks. Further, the results suggest that a different memory representation exists for high and low similarity tasks. 相似文献
9.
Mary Lou Norrie 《Research quarterly for exercise and sport》2013,84(3):457-467
Abstract The effect of practice on individual differences and intra-individual variability in reaction and movement times were studied for simple and complex, discrete, motor tasks. Changes with practice for intertrial correlations of adjacent trials and the effects of an increasing number of interpolated trials on intertrial correlations were also observed. For both tasks and for both reaction and movement times, the intra-individual variability decreased with practice. The true score variability for reaction time on both tasks and for movement time on the simple task shows little change with practice. On the complex task, true score variability for movement time decreases with practice. For movement time, adjacent trial correlations increase during the early practice trials then remain stable. For reaction time adjacent trial correlations increase throughout practice. Remoteness effects on intertrial correlations were found for both movement and reaction times for both tasks. 相似文献
10.
Recent research (Lee & Weeks, 1987; Weeks, Lee, & Elliott, 1987) investigating the processes responsible for the contextual interference phenomenon has used a modified short-term motor retention paradigm to support the reconstruction explanation (Lee & Magill, 1985; Magill, 1989; Magill & Hall, 1990). The present experiment was an extension of these experiments in which forgetting of an acquisition task was induced through performance of either a similar or dissimilar distractor task during the intertrial interval. The effects of an extra practice trial with the acquisition task as well as no activity during the intertrial interval were also investigated. In addition, forgetting of the acquisition task was assessed prior to a reconstruction trial, which immediately preceded a 2-min filled retention interval. Both similar and dissimilar distractor tasks caused equivalent amounts of forgetting of the acquisition task prior to the reconstruction trial. However, retention of the acquisition task was significantly improved if its reconstruction occurred following forgetting due to interference from performance of a similar distractor task. These findings suggest forgetting and subsequent reconstruction alone are not sufficient for improved retention. These processes must occur in the context of a similar task for improved retention. 相似文献
11.
Sally J. Phillips David L. Kelley Spiros G. Prassas 《Research quarterly for exercise and sport》2013,84(2):197-200
Abstract The contextual interference (CI) effect has been replicated many times since its first demonstration by Shea and Morgan (1979) in the motor learning domain (see Brady, 1998; Magill&;Hall, 1990). The CI effect is characterized by the observation that experiencing greater interference during acquisition is detrimental to immediate performance but enhances delayed performance as measured on retention or transfer tests. High CI is most often created by random practice in which the learning of multiple tasks occurs in a single training. In contrast, low CI is frequently created by using a blocked practice format in which all the practice trials of one task are completed before another task is introduced. One theoretical account that has been forwarded to account for the CI effect is labeled the action plan reconstruction hypothesis (Lee&;Magill, 1983, 1985). This position intimates that before a movement occurs an “action plan” must be prepared. In blocked practice, a previously prepared “action plan” is readily available from trial to trial, but it suffers from lack of attention on trials following initial retrieval from working memory. In random practice, however, each time a task must be executed a “reconstruction” of the action plan must be processed, because the interchange of information from trial to trial never allows the same information to remain in working memory for an extended amount of time. Presumably, the additional trial-to-trial preparation used by the random practice participant during practice results in a more resilient memory representation that better supports long-term recall efforts compared to their blocked practice counterparts. 相似文献
12.
Dona J. Housh Terry J. Housh Sonja M. Bauge 《Research quarterly for exercise and sport》2013,84(4):406-409
Abstract Laboratory research in motor learning has consistently demonstrated higher retention and!or transfer when practice occurs under conditions of high contextual variety (e.g., Lee &; Magill, 1983; Newell &; Shapiro, 1976; Shea of Morgan, 1979;). In the present study, an attempt was made to determine whether a contextual variety effect could be demonstrated in a standard physical education instructional setting. During practice trials on the long and short badminton serves, male and female subjects performed under either blocked (i.e., all trials of one serve followed by all trials of the other) or varied (i.e., alternating trials of long and short serves) conditions. Retention and transfer tests (i.e., using the service area opposite that employed during the practice phase) were administered at the end of the badminton unit. Although little difference was observed in the performance of the two groups during practice, alternating-trial subjects demonstrated significantly higher retention of the short serve and significantly higher transfer of both serves than blocked-trial subjects. The performance of male and female subjects was not differentially influenced by practice structure conditions. It was concluded that a practice schedule that requires performers to change their plan of action from trial to trial may facilitate the retention and transfer of motor skills in applied instructional settings. 相似文献
13.
Mary Alice Brennan 《Research quarterly for exercise and sport》2013,84(3):293-295
Abstract Recent research (Lee &; Weeks, 1987; Weeks, Lee, &; Elliott, 1987) investigating the processes responsible for the contextual interference phenomenon has used a modified short-term motor retention paradigm to support the reconstruction explanation (Lee &; Magill, 1985; Magill, 1989; Magill &; Hall, 1990). The present experiment was an extension of these experiments in which forgetting of an acquisition task was induced through performance of either a similar or dissimilar distractor task during the intertrial interval. The effects of an extra practice trial with the acquisition task as well as no activity during the intertrial interval were also investigated. In addition, forgetting of the acquisition task was assessed prior to a reconstruction trial, which immediately preceded a 2-min filled retention interval. Both similar and dissimilar distractor tasks caused equivalent amounts of forgetting of the acquisition task prior to the reconstruction trial. However, retention of the acquisition task was significantly improved if its reconstruction occurred following forgetting due to interference from performance of a similar distractor task. These findings suggest forgetting and subsequent reconstruction alone are not sufficient for improved retention. These processes must occur in the context of a similar task for improved retention. 相似文献
14.
It has been shown that practice in dyads, as compared to individual practice, can enhance motor learning and increase the efficiency of practice (as two participants can be trained at the same time; Shea, Wulf, & Whitacre, 1999). The dyad practice protocol used by Shea et al. included both observation and dialogue between partners. Thus, it was not clear whether the learning benefits of dyad practice were due to observation, dialogue, or both. The present study examined the individual and interactive effects of observation and dialogue. The task used was speed cup stacking. Participants practiced under one of four conditions: observation/dialogue, observation/no dialogue, no observation/dialogue, and no observation/no dialogue. The two conditions that included observational practice were more effective (i.e., produced faster movement times) than the two conditions without it, both during practice and on a retention test performed under individual performance conditions. This suggests that the learning advantages of dyad practice are primarily due to the opportunity to observe another learner. 相似文献
15.
Abstract It has been shown that practice in dyads, as compared to individual practice, can enhance motor learning and increase the efficiency of practice (as two participants can be trained at the same time; Shea, Wulf, &; Whitacre, 1999). The dyad practice protocol used by Shea et al. included both observation and dialogue between partners. Thus, it was not clear whether the learning benefits of dyad practice were due to observation, dialogue, or both. The present study examined the individual and interactive effects of observation and dialogue. The task used was speed cup stacking. Participants practiced under one of four conditions: observation/dialogue, observation/no dialogue, no observation/dialogue, and no observation/no dialogue. The two conditions that included observational practice were more effective (i.e., produced faster movement times) than the two conditions without it, both during practice and on a retention test performed under individual performance conditions. This suggests that the learning advantages of dyad practice are primarily due to the opportunity to observe another learner. 相似文献
16.
In two retroactive interference experiments, we assessed the effect of mentally imagined movement speed on subsequent motor performance. All participants performed a sequential motor action at three speeds during a baseline test and a retention test. During the retention interval of Experiment 1, the participants (n = 50) physically performed the action at a slow speed, physically performed it at a fast speed, imagined it at a slow speed, imagined it at a fast speed, or performed a no-practice control task. In Experiment 2, the participants (n = 24) imagined the movement, overtly vocalized words, or both, all at a slow speed. The results revealed that the speed of the imagined motor action affected the speed of subsequent performance in the retention test and that imagery and physical practice were functionally equivalent. The results are consistent with Lang's bio-informational theory. 相似文献
17.
In two retroactive interference experiments, we assessed the effect of mentally imagined movement speed on subsequent motor performance. All participants performed a sequential motor action at three speeds during a baseline test and a retention test. During the retention interval of Experiment 1, the participants (n = 50) physically performed the action at a slow speed, physically performed it at a fast speed, imagined it at a slow speed, imagined it at a fast speed, or performed a no-practice control task. In Experiment 2, the participants (n = 24) imagined the movement, overtly vocalized words, or both, all at a slow speed. The results revealed that the speed of the imagined motor action affected the speed of subsequent performance in the retention test and that imagery and physical practice were functionally equivalent. The results are consistent with Lang's bio-informational theory. 相似文献
18.
Mark A. Guadagnoli PhD Lanie A. Dornier Richard D. Tandy 《Research quarterly for exercise and sport》2013,84(2):239-248
Abstract Because manipulations of knowledge of results (KR) are critical to motor learning, researchers have attempted to establish an optimal length for summary KR. Experiment 1 of the present study investigated the option that optimal summary length may be dependent on a subject's task-related experience. Participants in a summary 1, 5, or 15 condition practiced a simple striking task for one session on three consecutive days with each day followed by a 24-hour no KR retention test. The retention test results indicated that optimal summary length is dependent on task-related experience. Experiment 2 investigated the nature of the relationship between task-related experience and complexity and optimal summary length (summary 1, 5, or 15). Again, striking tasks (simple and complex) were used. There was one practice session with either a simple or complex striking task for either novice or experienced performers, followed by a 24-hour no KR retention test. Data from the two experiments suggest that task complexity and performer experience interact in determining optimal summary length. 相似文献
19.
Research suggests that allowing individuals to control their own practice schedule has a positive effect on motor learning. In this experiment we examined the effect of task difficulty and self-regulated practice strategies on motor learning. The task was to move a mouse-operated cursor through pattern arrays that differed in two levels of difficulty. Participants learned either four easy or hard patterns after assignment to one of four groups that ordered practice in blocked, random, self-regulated, and yoked-to-self-regulated schedules. Although self-regulation provided no special benefit in acquisition, these groups showed the most improved performance in retention, irrespective of task difficulty. Although individual switch strategies for members of the self-regulated groups were quite variable, the impact of self-regulation on motor learning remained similar. These findings add to the growing body of literature suggesting that self-regulated practice is an important variable for motor learning. 相似文献
20.
Abstract This study investigated the generalizability of results of contextual interference effects by extending previous laboratory research to a field setting. Thirty female subjects (N = 30) learned three badminton serves in either a blocked (low interference), serial (mixed interference), or random (high interference) practice schedule. The subjects practiced the serves three days a week for three weeks. On the day following the completion of practice the subjects were given a retention and transfer test. Results replicated previous findings of contextual interference research by showing a significant group by block interaction between acquisition trials, retention, and transfer. The random group performed better on both retention and transfer than the blocked group. The significant trial block by contextual interference interaction also supports the generalizability of contextual interference effects, as posited by Shea and Morgan (1979), to the teaching of motor skills. 相似文献