Orienting Task Specificity in Incidental Motor Learning

Ho, Linda; Shea, John B.

doi:10.1080/00222895.1979.10735181

Cited by 11 publications

(3 citation statements)

References 8 publications

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“…The latter tend to focus on issues dealing with the capacity, coding, and forgetting characteristics which distinguish the various stores, while the former approach advocates the investigation of factors like the amount of attention paid to the stimulus and the compatibility of the stimulus with existing cognitive structures (Craik, 1973). While Craik and Lockhart's (1972) view of memory appears to have explanatory potential for the present data, as well as modest initial support from a recent study on motor memory in which an incidental-learning paradigm was used (Ho & Shea, 1979), it remains to be determined whether this framework or those advocating the existence of memory stores (see Baddeley, 1978, Eysenck, 1978, and Lockhart & Craik, 1978, for more recent discussions) will best explain the nature of memory for movement information. Until such time, it appears that conclusions as to the extent to which motor memory is a continuum or a dichotomy must be deferred.…”

mentioning

confidence: 58%

Tests of the Duomemory Notion for Movement Information

Wrisberg

1980

Journal of Motor Behavior

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The validity of the duomemory notion (i.e. the concept of two separate memory systems, one for recently presented events and another for learned acts) for motor behavior was tested in an experiment which sought to determine the extent to which interference differentially influenced the recall of a movement when it is initially experienced and after it is repeatedly practiced. Using a traditional linear-positioning task, subjects moved to five defined target locations on each trial and after a retention interval attempted to recall the targets in reverse order. One location was repeated on each of 10 trials while the others were always different. Control subjects were presented and recalled only the repeated criterion location on each trial. The results indicated (a) a constant superiority of criterion recall accuracy for the control condition throughout the 10 trials and (b) and absence of improvement over practice by the experimental group in the recall of the criterion location relative to that of nonrepeated targets. The findings were interpreted as a lack of support for the duomemory notion, and the exploration of an alternative framework (Craik & Lockhart, 1972) for the investigation of memory for movement information was suggested.

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confidence: 58%

Tests of the Duomemory Notion for Movement Information

Wrisberg

1980

Journal of Motor Behavior

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“…Accordingly, the imposition of other meaningful organizations might facilitate procedural learning (Ho & Shea, 1979;Wright, 1991). On the other hand, the intrinsic spatial-temporal relationships might be the most meaningful organizer of procedural tasks.…”

Section: Meaningfulness and Learningmentioning

confidence: 99%

A Preliminary Empirical Evaluation of Virtual Reality as a Training Tool for Visual-Spatial Tasks

Regian¹,

Shebilske²,

Monk³

1993

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“…In the motor behavior research area, for instance, it has been suggested that PRESS ANY KEY TO CONTINUE multiple dependent measures should be reported to facilitate more direct comparisons of research (Battig, 1977;Ho & Shea, 1979). The software described in this paper is designed to permit a researcher to calculate all five error measures simultaneously, using a BASIC microcomputer program.…”

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confidence: 99%

ERRORCALC: A BASIC microcomputer program to calculate psychophysical error measures for variable block sizes

Pizzimenti

Weeks

Lee

1984

Behavior Research Methods, Instruments, & Computers

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Researchers who employ the method of constant stimuli often run a large number of trials to assess a treatment effect. The result, generally, is two estimates of error: (1) the within-trial error for a particular treatment (i.e., the difference magnitude between the criterion or goal and the subject's estimate of that goal), and (2) the between-trial deviations for a particular number of these difference magnitudes. Behaviorally, these estimates of performance error indicate measures of accuracy and consistency, respectively.In a typical motor learning study, for example, if a subject completes 30 trials in attempting to achieve some criterion-referenced goal, each performance error score (i.e., the performance score-the criterion goal) may be grouped into "blocks" of, perhaps, 5 trials each. For each of the six blocks, then, estimates of performance accuracy and consistency may be assessed and subjected to statistical analyses. The traditional measure of performance accuracy over a block of trials has been calculated as the mean of the algebraic (signed) error scores on each trial, termed constant error (CE). Performance consistency over the same block of trials is the standard deviation of CE, termed variable error (VE). These measures have by no means, however, been employed exclusively.Based upon statistical grounds, Schutz (1977) argued for the use of the absolute value of a subject's constant error (Le., absolute constant error, or ICEI) when averaging over a group of individuals, as the more appropriate measure of performance accuracy. Composite error measures that reflect both performance accuracy and consistency have also been popular: (1) absolute error (AE) is the mean of the unsigned performance error scores, and (2) total error (E) is a composite error measure that combines equally the contribution of accuracy and consistency (where E 2 = CE 2 + VE 2 ) .

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Orienting Task Specificity in Incidental Motor Learning

Cited by 11 publications

References 8 publications

Tests of the Duomemory Notion for Movement Information

Tests of the Duomemory Notion for Movement Information

A Preliminary Empirical Evaluation of Virtual Reality as a Training Tool for Visual-Spatial Tasks

ERRORCALC: A BASIC microcomputer program to calculate psychophysical error measures for variable block sizes

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