TY - JOUR
T1 - Too much of a good thing
T2 - Random practice scheduling and self-control of feedback lead to unique but not additive learning benefits
AU - Ali, Asif
AU - Fawver, Bradley
AU - Kim, Jingu
AU - Fairbrother, Jeffrey
AU - Janelle, Christopher M.
PY - 2012
Y1 - 2012
N2 - We examined the impact of self-controlled knowledge of results on the acquisition, reten-tion, and transfer of anticipation timing skill as a function of random and blocked practice schedules. Forty-eight undergraduate students were divided into experimental groups that practiced under varying combinations of random or blocked as well as self-controlled or yoked practice conditions. Anticipation timing performance (5, 13, and 21 mph) was recorded during acquisition and during a short term no-feedback retention test. A transfer test, administered 24h after the retention test, consisted of two novel anticipation tim-ing speeds (9, 17 mph). Absolute error (AE) and variable error (VE) of timing served as the dependent measures. All participants improved their accuracy and consistency across acquisition blocks; however, those who practiced under blocked rather than random condi-tions had greater accuracy (lower AE) regardless of feedback delivery. During retention and transfer, those who practiced under random conditions showed greater consistency (lower VE) compared to their blocked counterparts. Finally, participants who controlled their feed-back schedule were more accurate (lower AE) and less variable (lower VE) during transfer compared to yoked participants, regardless of practice scheduling. Our findings indicate that practicing under a random schedule improves retention and transfer consistency, while self-control of feedback is advantageous to both the accuracy and consistency with which anticipation timing skill transfers to novel task demands. The combination of these learning manipulations, however, does not improve skill retention or transfer above and beyond their orthogonal effects.
AB - We examined the impact of self-controlled knowledge of results on the acquisition, reten-tion, and transfer of anticipation timing skill as a function of random and blocked practice schedules. Forty-eight undergraduate students were divided into experimental groups that practiced under varying combinations of random or blocked as well as self-controlled or yoked practice conditions. Anticipation timing performance (5, 13, and 21 mph) was recorded during acquisition and during a short term no-feedback retention test. A transfer test, administered 24h after the retention test, consisted of two novel anticipation tim-ing speeds (9, 17 mph). Absolute error (AE) and variable error (VE) of timing served as the dependent measures. All participants improved their accuracy and consistency across acquisition blocks; however, those who practiced under blocked rather than random condi-tions had greater accuracy (lower AE) regardless of feedback delivery. During retention and transfer, those who practiced under random conditions showed greater consistency (lower VE) compared to their blocked counterparts. Finally, participants who controlled their feed-back schedule were more accurate (lower AE) and less variable (lower VE) during transfer compared to yoked participants, regardless of practice scheduling. Our findings indicate that practicing under a random schedule improves retention and transfer consistency, while self-control of feedback is advantageous to both the accuracy and consistency with which anticipation timing skill transfers to novel task demands. The combination of these learning manipulations, however, does not improve skill retention or transfer above and beyond their orthogonal effects.
KW - Accuracy
KW - Anticipation timing
KW - Challenge
KW - Consistency
KW - Variability
UR - http://www.scopus.com/inward/record.url?scp=84874577620&partnerID=8YFLogxK
U2 - 10.3389/fpsyg.2012.00503
DO - 10.3389/fpsyg.2012.00503
M3 - Article
AN - SCOPUS:84874577620
SN - 1664-1078
VL - 3
JO - Frontiers in Psychology
JF - Frontiers in Psychology
IS - DEC
M1 - Article 503
ER -