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Practice Scheduling

Practice Scheduling. Emily H. Wughalter, Ed.D. Kin 266. A short chronology. Adams’ (1971) closed loop theory of motor learning Schmidt’s Criticisms of Adams’ theory Storage Novelty Gentile’s theory of motor learning (1972) Schmidt’s (1975) theory of motor learning

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Practice Scheduling

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  1. Practice Scheduling Emily H. Wughalter, Ed.D. Kin 266

  2. A short chronology • Adams’ (1971) closed loop theory of motor learning • Schmidt’s Criticisms of Adams’ theory • Storage • Novelty • Gentile’s theory of motor learning (1972) • Schmidt’s (1975) theory of motor learning • Battig’s (1979) theory of contextual interference • John Shea and colleagues • Tim Lee and colleagues

  3. Novelty • The transfer of a skill represents the ability to carry over procedures used to produce one skill in order to produce a newmotor skill. Essentially, because we live in a dynamic environment we require varying amounts of transfer even when performing the same skill twice.

  4. Storage • Criticisms were advanced regarding storage of motor plans and motor programs. • Motor learning and control theorists questioned the very nature of movement representation as hypothesized by Adams. • Adams (1971) hypothesized the storage of individual templates for each motor program as well as information related to the error detection and correction device.

  5. Initial Conditions Desired Outcome Past Actual Outcomes Past Response Specifications Past Sensory Consequences Recognition Schema Recall Schema Expected Sensory Consequences Response Specifications Schmidt (1975). A schema theory of discrete motor learning. Psychological Review, 82, 225-260.

  6. Schmidt’s Schema Theory (1975) • Schmidt’s theory is a response to Adam’s theory • The Schema model is designed to overcome the problems of novelty and storage inhabited in Adams’ model.

  7. Schema • A schema is a generalized abstraction for a movement class. A generalized motor program provides specific parameters that can be used to govern movement for a specific situation.

  8. Schema Development • According to Schmidt (1975) four things are stored for schema formation. • initial conditions • response specifications (motor program commands) • sensory consequences of the response produced • outcome of the movement

  9. Variability of Practice Hypothesis Paradigm Constant Practice Group bbb…bbb…bbb…// bbb Variable Practice Group aaa…ccc…ddd…//bbb Note: The transfer task must be within the range of the originally practiced materials.

  10. Levels of ProcessingCraik & Lockhart (1972) • Meaningfulness • Familiarity • Compatibility • Elaboration • Encoding/Retrieval Specificity • Distinctiveness

  11. Battig’s Contextual Interference Theory (1979) • Contextual interference is caused by the dynamic conditions created by the intrinsic and extrinsic factors related to the tasks or skills being learned. In the motor behavior literature scholars have operationalized this concept as blocked and random practice.

  12. Operationalization of Contextual Interference Paradigm used by Shea & Morgan (1979) BL aaa…bbb…ccc… //bac RA acb…cab…bca…//cba Retention was measured 10 minutes and 10 days later. Transfer was measured on a more difficult and less difficult transfer task.

  13. Hypothetical model of Battig’s Contextual Interference Effect Total Time Sec Blocked Random Acquisition Recognition TEST SESSION

  14. Results from Shea & Morgan (1979)

  15. Lee & Magill (1983)Paradigm ACQUISITION Blocked AAA… BBB… CCC… Serial ABC… ABC… ABC… Random CAB… BCA… CBA… RETENTION BL/RA AAABBBCCC BACBCACAB RA/BL BACBCACAB AAABBBCCC

  16. Explanations for the Contextual Interference Effect • Action Plan Reconstruction – Lee (1987) and Lee and Magill (1983, 1985) proposed that forgetting from short-term or working memory occurs between trials and thus reconstruction of the action plan occurs trial after trial. • Elaboration and Distinctiveness – Shea and Zimny (1983, 1988) explained the contextual interference effect through a processing view in which multiple and varied processing strategies are used in short-term or working memory. Thus processing in a random condition forces more elaborate and distinctive traces than a blocked condition • Retroactive Inhibition – The retroactive inhibition literature (Meeusen, 1987) helps to explain the contextual interference effect through a discussion of the implications of blocked practice on retention and transfer.

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