Time continuously on target as a function of distribution of practice.

Bourne, Lyle E.; Archer, E. James

doi:10.1037/h0039887

Cited by 52 publications

(39 citation statements)

References 15 publications

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“…These effects have been empirically demonstrated in the psychomotor domain for both short-term activities (e.g., a point-following task with 30 second training batches and rests of between 0 s and 60 s, as used by Bourne and Archer [1956]) and long-term activities (e.g., typing tasks trained once or twice daily for a total of 60 hours, as used by Baddeley and Longman [1978]). Similar effects have been demonstrated for cognitive learning.…”

Section: Convergence and Divergence Of Individual Differences With Prmentioning

confidence: 98%

Supporting Novice to Expert Transitions in User Interfaces

et al. 2014

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Interface design guidelines encourage designers to provide high-performance mechanisms for expert users. However, research shows that many expert interface components are seldom used and that there is a tendency for users to persistently fail to adopt faster methods for completing their work. This article summarizes and organizes research relevant to supporting users in making successful transitions to expert levels of performance. First, we provide a brief introduction to the underlying human factors of skill acquisition relevant to interaction with computer systems. We then present our focus, which is a review of the state of the art in user interfaces that promote expertise development. The review of interface research is based around four domains of performance improvement: intramodal improvement that occurs as a factor of repetition and practice with a single method of interaction; intermodal improvement that occurs when users switch from one method to another that has a higher performance ceiling; vocabulary extension, in which the user broadens his or her knowledge of the range of functions available; and task mapping, which examines the ways in which users perform their tasks. The review emphasizes the relationship between interface techniques and the human factors that explain their relative success.

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Section: Convergence and Divergence Of Individual Differences With Prmentioning

confidence: 98%

Supporting Novice to Expert Transitions in User Interfaces

et al. 2014

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“…A l t h o u g h reactive impedance is minimized by assessment during a retention test, there is typically a persisting advantage for distributed practice o v e r massed practice in terms of performance and, by extension, learning. It is also true that learning improves with longer rest periods, when c o m p a r i n g different regimes o f distributed practice [3].…”

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confidence: 95%

Practice distribution in procedural skills training

et al. 2002

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“…Bourne & Archer, 1956). On one hand, in the older literature exploring the phenomena of reminiscence and warm-up decrements, the general finding is similar to that reached by Anderson et al (1999); provided that practice within the first session is distributed (e.g., a 40-s break between each 10-s trial), an overnight delay between sessions can result in worsened performance (e.g., Adams, 1952;Digman, 1959).…”

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confidence: 99%

Forgetting and learning potentiation: Dual consequences of between-session delays in cognitive skill learning.

Rickard

2007

Journal of Experimental Psychology: Learning, Memory, and Cogni

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In the cognitive skill literature, between-session delays have been treated either as having a negligible effect on performance or as causing forgetting. In contrast, in the procedural skill literature, overnight between-session delays can result in performance gains. In 5 multi-session data sets, the author demonstrates that neither of these 2 models holds for the case of cognitive skill learning. Instead, the delay between sessions appeared to yield both forgetting and enhanced potential for new learning. Two candidate classes of explanation are considered, and implications for the empirical law of learning are discussed.Keywords: skill, learning law, forgetting, fatigue, consolidation Most naturalistic skill acquisition requires multiple practice sessions over many days. A complete theory of human skill must therefore account for the effects of the delays between sessions on learning and performance. Yet, in the cognitive skill acquisition literature, these effects are typically ignored, with the implicit assumption that they have negligible impact on performance. One important exception is work by Anderson, Fincham, and Douglass (1999). In a multisession problem-solving task, they showed that response times (RTs) exhibit the classic decelerating speedup function within each practice session but exhibit slowing at the start of each new session, yielding a scalloped speedup pattern over sessions. The simplest case model of this effect would assume that the (nonlinear) learning rate is constant over repetitions and that the forgetting rate is constant over time. Anderson et al. (1999) provide one possible implementation of that model in their latency equation (p. 1122). It follows from that equation that the mean RTs that are predicted by extrapolating from the fit to one session must fall below the population mean RTs of all subsequent sessions, as represented in Figure 1. Stated differently, the RTs after a delay must be above the RTs that would have been expected had all of the practice occurred within a single session.There are two opposing traditions about the effects of delays between sessions in the procedural skill literature, in which commonly studied tasks include repetition of a sequence of finger movements (e.g., Walker, Brakefield, Morgan, Hobson, & Stickgold, 2002), movement of a stylus or cursor between specified points (e.g., Brashers-Krug, Shadmehr, & Bizzi, 1996), and rotary pursuit (e.g. Bourne & Archer, 1956). On one hand, in the older literature exploring the phenomena of reminiscence and warm-up decrements, the general finding is similar to that reached by Anderson et al. (1999); provided that practice within the first session is distributed (e.g., a 40-s break between each 10-s trial), an overnight delay between sessions can result in worsened performance (e.g., Adams, 1952;Digman, 1959). On the other hand, in the more recent literature on procedural consolidation (for reviews, see Stickgold, 2005;Walker & Stickgold, 2006), the delay between practice sessions has been shown to result in p...

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Time continuously on target as a function of distribution of practice.

Cited by 52 publications

References 15 publications

Supporting Novice to Expert Transitions in User Interfaces

Supporting Novice to Expert Transitions in User Interfaces

Practice distribution in procedural skills training

Forgetting and learning potentiation: Dual consequences of between-session delays in cognitive skill learning.

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