Specificity vs. Generality in Learning and Performing Two Large Muscle Motor Tasks

Bachman, John Christopher

doi:10.1080/10671188.1961.10762064

Cited by 51 publications

(48 citation statements)

References 4 publications

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“…For the most part, observational learning, although generally considered not as effective as physical practice, has been demonstrated to be a viable method of practicing complex motor skills (e.g., Bachman, 1961;Landers & Landers, 1973;Martens, Burwitz, & Zuckerman, 1976;Schönfelder-Zohdi, 1992; C. H. Shea, Wulf, & Whitacre, 1999;Sidaway & Hand, 1993;Whiting, 1988;see McCullach et al, 1989, for a review). On the other hand, observational practice in learning simple tasks has led to equivocal findings.…”

Section: Observational Learningmentioning

confidence: 99%

Principles derived from the study of simple skills do not generalize to complex skill learning

Wulf

Shea

2002

Psychonomic Bulletin & Review

641

577

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We review researchrelated to the learning of complex motor skills with respect to principles developed on the basis of simple skill learning. Although some factors seem to have opposite effects on the learning of simple and of complex skills, other factors appear to be relevant mainly for the learning of more complex skills. We interpret these apparently contradictory findings as suggesting that situations with low processing demands benefit from practice conditions that increase the load and challenge the performer, whereas practice conditions that result in extremely high load should benefit from conditions that reduce the load to more manageable levels. The findings reviewed here call into question the generalizabilityof results from studies using simple laboratory tasks to the learning of complex motor skills. They also demonstrate the need to use more complex skills in motor-learning research in order to gain further insights into the learning process. THEORETICAL AND REVIEW ARTICLES

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Section: Observational Learningmentioning

confidence: 99%

Principles derived from the study of simple skills do not generalize to complex skill learning

Wulf

Shea

2002

Psychonomic Bulletin & Review

641

577

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“…The apparatus used for the motor learning task was the Bachman ladder (Bachman, 1961). The objective of the task was for S to climb as many rungs as possible on the ladder while it was freestanding.…”

Section: Methodsmentioning

confidence: 99%

Effect of Four Fatigue Levels on Performance and Learning of a Novel Dynamic Balance Skill

Pack

Cotten

Biasiotto

1974

Journal of Motor Behavior

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This study was to investigate the effect of fatigue on the performance and learning of the Bachman ladder task to determine if the relationship between activation and both the performance and learning data would support the inverted-U theory. Male Ss (N=48) were randomly assigned to four groups. A level of fatigue as determined by HR (Control, 120 BPM, 150 BPM, and 180 BPM) was assigned to each group. Each S was fatigued to his assigned level prior to the task and following each trial, was given 20 trials on Day 1 to learn the task while at his designated level, and then was given 20 additional trials on Day 2 under control conditions. On Day 1 150 and 180 BPM impaired performance of the motor task. The learning score data indicated that 150 and 180 BPM had a detrimental effect on learning of the task. Both the activation-performance and the activation-learning relationships partially supported the inverted-U theory.

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“…The motor task used in this study was the free-standing balance ladder device described by Bachman ( 1961 ). This task consisted of a &ft. ladder with a third upright between the two side uprights.…”

Section: Methodsmentioning

confidence: 99%

Teacher Versus Peer Models

Landers

1973

Journal of Motor Behavior

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Female Ss (N=80) observed either a teacher or a peer model (M) demonstrate a motor task with either high or low performance ability. The effects' of viewing these live performances on S's subsequent motor performances were examined. After the observation of M, S's performance in the presence or absence of the observed M was investigated. A Control Group consisting of 20 Ss, viewing no M, was compared to ail other groups for analysis. Results of the M Type × M's Ability Level × M Presence design indicated that those in the Control Group had significantly lower performances than all other groups on all blocks of trials. In addition, across all trial blocks, S's performances were enhanced subsequent to having viewed a skillful teacher M. Upon observing M's demonstration, Ss exhibited increased matching responses and better performances when performing in the presence of M.

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Specificity vs. Generality in Learning and Performing Two Large Muscle Motor Tasks

Cited by 51 publications

References 4 publications

Principles derived from the study of simple skills do not generalize to complex skill learning

Principles derived from the study of simple skills do not generalize to complex skill learning

Effect of Four Fatigue Levels on Performance and Learning of a Novel Dynamic Balance Skill

Teacher Versus Peer Models

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