An Implicit Basis for the Retention Benefits of Random Practice

Rendell, Megan A; Masters, Rsw; Farrow, Damian; Morris, Tony

doi:10.1080/00222895.2010.530304

Cited by 40 publications

(36 citation statements)

References 38 publications

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“…For instance, Abernethy et al (2012) compared the efficacy of four different methods of perceptual training (viz., explicit learning, verbal cueing, color cueing, and implicit learning) and found that the training group that experienced implicit learning improved their performance in a retention test held 5 months after the posttest, an improvement that was not achieved by any of the other training groups. Rendell, Masters, Farrow, and Morris (2011) found similar offline gains in the performance of a motor task that was learned while experiencing high contextual interference (i.e., in which two or more different skills were learned concurrently and sequenced in a random manner), a form of learning thought to be implicit in nature. But why would a moving window encourage an implicit form of learning whereas a moving mask or full visual field would not?…”

Section: Do the Different Training Methods Alter Gaze In Unique Ways?mentioning

confidence: 84%

Gaze-contingent training enhances perceptual skill acquisition

et al. 2016

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The purpose of this study was to determine whether decision-making skill in perceptual-cognitive tasks could be enhanced using a training technique that impaired selective areas of the visual field. Recreational basketball players performed perceptual training over 3 days while viewing with a gaze-contingent manipulation that displayed either (a) a moving window (clear central and blurred peripheral vision), (b) a moving mask (blurred central and clear peripheral vision), or (c) full (unrestricted) vision. During the training, participants watched video clips of basketball play and at the conclusion of each clip made a decision about to which teammate the player in possession of the ball should pass. A further control group watched unrelated videos with full vision. The effects of training were assessed using separate tests of decision-making skill conducted in a pretest, posttest, and 2-week retention test. The accuracy of decision making was greater in the posttest than in the pretest for all three intervention groups when compared with the control group. Remarkably, training with blurred peripheral vision resulted in a further improvement in performance from posttest to retention test that was not apparent for the other groups. The type of training had no measurable impact on the visual search strategies of the participants, and so the training improvements appear to be grounded in changes in information pickup. The findings show that learning with impaired peripheral vision offers a promising form of training to support improvements in perceptual skill.

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Section: Do the Different Training Methods Alter Gaze In Unique Ways?mentioning

confidence: 84%

Gaze-contingent training enhances perceptual skill acquisition

et al. 2016

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“…39 However, enhanced learning in the massed practice setting can be achieved by teaching a number of skills in a random order, thus disrupting the resident's flow and challenging them on each task. 40,41 A "pre-trained novice" 49 can be created by maximizing procedural learning in simulated environments, with the learner developing some automaticity and spare attentional capacity before their clinical practice commences.…”

Section: Task Deconstructionmentioning

confidence: 99%

Learning and Teaching Motor Skills in Regional Anesthesia

Slater

Castanelli

Barrington

2014

Regional Anesthesia and Pain Medicine

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Existing literature on learning in regional anesthesia broadly covers the rate of skill acquisition and the structure of educational programs. A complementary body of literature spanning psychology to medical education can be found describing skill acquisition in other fields. Concepts described in this literature have direct application to the teaching of regional anesthesia. This review introduces a selection of these complementary educational concepts, applying them to ultrasound-guided regional anesthesia skills education. Key educational concepts presented in this article can be divided into 3 sections, namely, how residents acquire manual skills, how tutors teach, and type of feedback.

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“…Three of the subscales (mental demand, physical demand, and temporal demand) are task-related scales, two of the subscales (performance and effort) are behavior-related scales, and the other (frustration) is a subject-related scale (Hart & Staveland, 1988). Rendell, Masters, Farrow, and Morris (2011) used the NASA-TLX as a subjective measure of learner's cognitive effort. In their study, learners assigned to random practice had higher scores than learners assigned to blocked practice on the measures of mental demand, effort, and frustration.…”

Section: Introductionmentioning

confidence: 99%