Skill training, retention, and transfer: The effects of a concurrent secondary task

Diversity during training enhances detection of novel stimuli

“…In contrast to the supporting evidence for positive effects of training variability, evidence also indicates that learning is highly specific to the training conditions (specificity of training); that is, transfer is most effective when the conditions of transfer closely match the conditions of training. Recent studies have addressed the benefits of specificity in both perceptual and motor components of a task (Healy, Wohldmann, Parker, & Bourne, 2005;Healy, Wohldmann, Sutton, & Bourne, 2006). Healy et al (2006) found that contrary to previous findings on the advantage of training variability, individuals show durability and transfer of performance only when the mental procedures developed during training can be reinstated at testing.…”

“…By definition, training and transfer situations have to share some aspects to allow transfer of acquired skills, but they must be dissimilar to some degree to allow transfer of skills to novel conditions. The balance between similar and dissimilar aspects is central to transfer theories (Healy et al, 2005(Healy et al, , 2006. The Instance-Based Learning Theory predicts that variability of experiences increases the chances of retrieving instances that are different but similar to the experiences obtained during training (Gonzalez, Lerch, & Lebiere, 2003).…”

Task integration in time production

“…Are there alternative theoretical accounts that are consistent with the results in Healy et al (2005) and that might make predictions about the effects of manipulating the alphabet and time production tasks on time production performance? The classic model of attention by Posner and Boies (1971) is one relevant theoretical account.…”

“…Unlike situations occurring outside the laboratory, however, arbitrary units of time were used in order to examine the effects of secondary-task demands on training and retention of a new skill, not one previously developed for producing known time intervals such as seconds and minutes. Healy et al (2005) found circumstances under which performing an irrelevant secondary task simultaneously with time production depressed time production accuracy during training but actually enhanced time production accuracy during testing, relative to performing time production alone. Specifically, participants were trained to perform a prospective time production task, in which they were given a target number of temporal units and, after a beep, were to press the space bar when the given number of temporal units had passed.…”

“…Healy et al (2005) found circumstances under which performing an irrelevant secondary task simultaneously with time production depressed time production accuracy during training but actually enhanced time production accuracy during testing, relative to performing time production alone. Specifically, participants were trained to perform a prospective time production task, in which they were given a target number of temporal units and, after a beep, were to press the space bar when the given number of temporal units had passed.…”