Acquisition and retention of three psychomotor tests as a function of distribution of practice during acquisition.

Reynolds, Bradley; Bilodeau, Ina McD.

doi:10.1037/h0058929

Cited by 37 publications

(22 citation statements)

References 7 publications

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“…(b) The easily obtained performance differences in more complex Rs do not mean much, if any, learning differ ence. Differences between groups are sharply reduced once the difference in intertrial interval no longer holds (12, 19,41,76,79,125,185,203 ) and shrink progressively with continued training under a single level of distri bution (8, 183). (c) The most practical restriction, emphasized by Duncan (81), is that the benefits of spaced practice may not apply if practice times are not constant.…”

Section: Decremental Effects Of Practicementioning

confidence: 97%

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Motor-Skills Learning

Bilodeau¹,

Bilodeau²

1961

Annu. Rev. Psychol.

197

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With everyone else, we think that task areas are largely a convenience, and it is thus not worth while to labor a definition of motor skills. Research in motor-skills learning is conducted for the same reason that any research is conducted. Learning is learning, regardless of Ss and apparatus, and we wish to make no point of motor-skills learning as opposed to verbal learning or conditioning. Nonetheless, we have tried to include only studies that are well within our crudely defined area of human motor-skills learning, how ever strong the temptation to follow a major variable through the �ingle unit T -maze and memory drum.Among the complex parts of human learning, we distinguish very roughly and with deliberate naivete as follows-motor skills: the hand holds and moves some physical apparatus, pencil and toggle-switch usually excepted, unless S cannot make the required movements at the start of practice ; ver bal learning: the task emphasizes words to be memorized; and perceptual learning: it is neither of the above and the senses are the most obvious ele ments of the task. A simpler way to say about the same thing is to distin guish areas according to the relative importance of the hand, tongue, and eye. Also implicit in motor-skills learning is the emphasis on learning to make R, rather than to select R on cue, an interpretation that has severely limited our review of push-button research.The danger of sorting research into convenient piles is that studies that land between piles may be overlooked. This is a problem not only in separat ing verbal from motor studies, but in separating human-factors engineering studies from skills learning. With both studying common performance (not learning) variables, the relationships between the two areas are too obvious to list; as a result, many fine pUblications at the interface will be neglected. An example is Krendel's (132) summary of performance experiments on man-powered devices. Spragg, Andreas, Green, Gerall, and many associates in the skills laboratory at Rochester have been steadily producing data on display-control relations and on the response properties of controls and di splays (21, 22, 23, 101 ). A long line of careful work by Smith (112,199, 1 This review covers the years 1945 through 1959. Previous reviews overlooked skills learning, so our expanded coverage cites critical articles from 1945-1955, but gives greatest emphasis to the years after 1955 as reference sources. The writers wish to acknowledge the financial contribution of the Graduate Council on Research of Tulane University and the support of the National Science Foundation.'The following abbreviations and symbols will be used: S (subject)'; E (ex perimenter) ; R (response) ; S-R (stimulus-response); KR (knowledge of results or feedback); In (reactive inhibition); sIn (conditioned inhibition). 243Annu. Rev. Psychol. 1961.12:243-280. Downloaded from www.annualreviews.org Access provided by New York University -Bobst Library on 02/04/15. For personal use only.Quick links to online content Further...

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Section: Decremental Effects Of Practicementioning

confidence: 97%

“…(Example : we have at least Hull's IR, Kimble's IR, Ammons' Dwt, as well as deliberate avoidance of any construct term by others, most notably Reynolds.) In addition, of course, there are Hull's and Kimble's sIas, an extinguishable SIR (76), and various self-pacing adapta tions and adjustments (19,48,183,185).…”

Section: Decremental Effects Of Practicementioning

confidence: 98%

Motor-Skills Learning

Bilodeau¹,

Bilodeau²

1961

Annu. Rev. Psychol.

197

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“…Data on the retention of continuous movements come from studies of i pursuit tracking (19,64,71,103,115,126), compensatory tracking (9,14,18,48,87), and balancing (88,101,109,115).…”

Section: -)mentioning

confidence: 99%

Retention of Motor Skills. Review

Schendel¹,

Shields²,

Katz³

1978

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ARI Research Reports and Technical Papers are intended for sponsors of R&D tasks and other research and military agencies. Any findings ready for implementation at the time of publication are presented in the latter part of the Brief. Upon completion of a major phase of the task, formal recommendations for official action normally are conveyed to appropriate military agencies by briefing or Disposition Form. Ail .3 I :-44. FOREWORD _________________ The Individual Training and Skill Evaluation Technical Area of the Army Research Institute for the Behavioral and Social Sciences (ARI) has actively pursued a program of research in support of the systems engineering of training. A major focus of this research is to develop the fundamental data and technology necessary to field integrated systems for improving individual job performance. Such systems include Skill Qualification Testing (SQT), job performance aids, training courses in schools and in the field, performance criteria, and management and feedback systems. This report summarizes the first step in the development L of methods to assess and enhance the retention of job skills. This research is in response to the question, from the Army Training and Doctrine Command (TRADOC), "What is the required frequency of refresher training to maintain performance proficiency?" Work was accomplished by ARI personnel, under Army Project 2QI62722A777, •Y 1978, "Individual Training Technology." Comments and editorial assistance were provided by Mr. J.

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“…If practicing the task develops significant amounts of fatigue, then longer rest periods must be provided., Studies relevant to this section are those of Adams and Reynolds (17), Norris (18). and Reynolds and Bilodeau (19).…”

Section: Distribution Of Practice and Restmentioning

confidence: 99%

“…HumRRO Work Unit FORECAST showed how a judicious combination of medium fidelity mock-ups representing new equipment, plus the use of obsolete equipment to practice tasks common to both old and new equipment, can reduce the amount of practice required on new equipment (Shriver, Fink, and Trexler, 37). 19 …”

mentioning

confidence: 99%

The Design of Instructional Systems

Smith¹

1966

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I TO-1. This report was prepared to provide general guidelines for a system approach to the design of training programs, in order to develop programs that will be maximally effective and yet operate at minimum cost.2. The report is based on an exte nsive literature survey and upon training research which has been conducted by thef~iHuman Resources Research Office. Instructional system componients which ar-e disc~ussed include presentation of information, practice techniques, st'udent mianagement, quality control, evaluation of the system, and-cost effectivenesc. The George Washington University ,HUMAN RESOURCES RESEARCH OFFICE operating under contract with THE DEPARTMENT OF THE ARMY Technicol Report 66-18 FOREWORDThis report presents a generalaccount of one facet. of the technology for developing effect,:.e training, that of designing instructional systems. The material. is based on a survey of available literature, and drawn particularly 'from Human R;esources Research Office experience and methodology in training research.While it is expected that many of the ideas and techniq•ies reported will be superseded as research and developrne•,t for training+ advances, the treatment of present technology concerning instructional system design was prepared to provide guidelines to military personnel currently involved with military training programs.This report is part of a series of closely related HurnRRO publications by Robert G. Smith, Jr. dealing with various aspects. I ProblemA training program set up to accomplish a number of specific objectives is composed of many elements; These include lectures, demonstrations, films and other types of training aids and devices, practical exercises, techniques for controlling student activity during training, and tests for quality control. For the training proaram to be maximally effective, all these elements must be integrated into a system, ,designed to accomplish the objectiveF at minimum cost. Various principles and techniques of learning must be applied in the development of the system. This report is one of the Human, Resources Research Office publications on aspects of the technology for developing training. It tummarizc-the state of the art at the time of wri ing: and is designed to provide general guidelines :for the design of instructional systems. BackgroundTo be certain the desired obiectives are attained in an efficient manner, an, instructional systemi shou4 be, built around these.essential'functions.(1) Development of training objectives based on, the job for which the student is being tvained. (2) Practice of task performance until the student has attained the objective. (3) Practice of the knowledges and skills that are components of the task. (4) Presentation of knowledge to the student.[ (5) Control of student activity to maximally direct It to leaming.-(6) Control of the training quality by means of a system developed for this specific purpose. ApproachThe presentation Is basid on a survey of, the available literature and draws particularly on HumRRO expe...

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Acquisition and retention of three psychomotor tests as a function of distribution of practice during acquisition.

Cited by 37 publications

References 7 publications

Motor-Skills Learning

Motor-Skills Learning

Retention of Motor Skills. Review

The Design of Instructional Systems

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