Retention of motor skills: Review.

Schendel, Joel D.; Shields, Joyce L.; Katz, M. S.

doi:10.1037/e410992004-001

Cited by 17 publications

(38 citation statements)

References 73 publications

(122 reference statements)

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“…Tests for retention given after a set time interval posttraining (for example, 24 h) typically revealed that the greater the degree of over learning, the greater the retention of the task (Craig et al 1972;Driskell et al 1992;Postman 1962;Rohrer et al 2005). Despite the abundance of research, previous models of over learning (Craig et al 1972;Schendel and Hagman 1991) predict neither the rate nor the maximal amount of improvement in retention conferred by increased training.…”

Section: Introductionmentioning

confidence: 96%

Long-Term Retention Explained by a Model of Short-Term Learning in the Adaptive Control of Reaching

Joiner¹,

Smith

2008

Journal of Neurophysiology

173

203

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Joiner WM, Smith MA. Long-term retention explained by a model of short-term learning in the adaptive control of reaching. J Neurophysiol 100: 2948 -2955, 2008. First published September 10, 2008 doi:10.1152/jn.90706.2008. Extensive theoretical, psychophysical, and neurobiological work has focused on the mechanisms by which short-term learning develops into long-term memory. Better understanding of these mechanisms may lead to the ability to improve the efficiency of training procedures. A key phenomenon in the formation of long-term memory is the effect of over learning on retentiondiscovered by Ebbinghaus in 1885: when the initial training period in a task is prolonged even beyond what is necessary for good immediate recall, long-term retention improves. Although this over learning effect has received considerable attention as a phenomenon in psychology research, the mechanisms governing this process are not well understood, and the ability to predict the benefit conveyed by varying degrees of over learning does not yet exist. Here we studied the relationship between the duration of an initial training period and the amount of retention 24 h later for the adaptation of human reaching arm movements to a novel force environment. We show that in this motor adaptation task, the amount of long-term retention is predicted not by the overall performance level achieved during the training period but rather by the level of a specific component process in a multi-rate model of short-term memory formation. These findings indicate that while multiple learning processes determine the ability to learn a motor adaptation, only one provides a gateway to long-term memory formation. Understanding the dynamics of this key learning process may allow for the rational design of training and rehabilitation paradigms that maximize the long-term benefit of each session.

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Section: Introductionmentioning

confidence: 96%

Long-Term Retention Explained by a Model of Short-Term Learning in the Adaptive Control of Reaching

Joiner¹,

Smith

2008

Journal of Neurophysiology

173

203

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“…All in all, though, in spite of the promise that some researchers feel that the cognitive perspective holds for understanding motor behavior, Adams (1985) points to two of the reviews (Prophet, 1976;Schendel, Shields, & Katz, 1978) [that we characterize in Table A-i] as underscoring the impression that "long-term motor retention is a domain that is empty of productive ideas, where little or no research is being done" (p. 94). When we discuss the relationship of various types of tasks to LTR, we shall have more to say about motor skills.…”

Section: B Types Of Memorymentioning

confidence: 99%

The Long-Term Retention of Knowledge and Skills: A Cognitive and Instructional Perspective

Farr¹

1986

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This Memorandum Report Is published in order to make available the material it contains for the use and convenience of Interested parties. The material has not necessarily been completely evaluated and analyzed, noi subjected to IDA review.Approved for public release; distribution unlimited. This report reviews factors that influence how well knowledge and skills dre retained over relatively long periods if nonuse. A cognitively oriented :nterpretation is applied to prior findings and beliefs about the nature of longterm retention. The report identifies instructional strategies (conditions of learning) which promote long-term retention and do not have an adverse impact on learning. UNCLASSIFIED SECURITY CLASSIFICATION OF THIS PAGE20. DISTRIBUTIONIAVAILABILITY OF ABSTRACT 21. ABSTRACT SECURITY CLASSIFCATION UNCLASSIFIEDIUNLIMITEDM SAME AS RPT. 0] DTIC USERS

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“…Schendel et al (1978) have concluded t it the level of original training is the single most important determinant of motor skill retention. This general conclusion was also reached by Bahrick (1964) in his study on the long-term retention of kniowledge concerning Spanish.…”

Section: Schema Theorymentioning

confidence: 99%

“…Thus, permastore represents the "tip of the iceberg" of overall retention because much of what is retained manifests itself only after some relearning. Schendel et al (1978) concluded that the distribution of piactice (massed vs.…”

Section: Schema Theorymentioning

confidence: 99%

“…Because comprehensive literature reviews on the long-term retention of motor skills are available (e.g., Naylor & Briggs, 1961;Schendel, Shields, & Katz, 1978), this section will focus on summarizing the major findings of this field and relating them to the retention of perceptual and cognitive skills. Schendel et al (1978) have concluded t it the level of original training is the single most important determinant of motor skill retention.…”

Section: Schema Theorymentioning

confidence: 99%

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