scholarly journals Practicing with gradual increases in contextual interference enhances visuomotor learning

Kinesiology ◽  
2016 ◽  
Vol 48 (2) ◽  
pp. 244-250 ◽  
Author(s):  
Jared M. Porter ◽  
Trey Beckerman
Keyword(s):  
Statistical Analysis ◽  
Motor Skill ◽  
Transfer Test ◽  
Contextual Interference ◽  
Acquisition Phase ◽  
Visuomotor Learning ◽  
Rotary Pursuit ◽  
Visuomotor Tracking ◽  
Random Groups ◽  
Better Than

The purpose of this study was to determine if practicing with gradual increases in contextual interference (CI) facilitated the learning of a continuous motor skill that required visuomotor tracking. We hypothesized the group that practiced with increasing amounts of CI would perform significantly better on a retention and transfer test compared to participants that practiced with blocked and random scheduling. A total of 78 participants were randomly assigned to one of three groups (i.e. Blocked, Increasing, Random). The level of CI was modified by varying the number of revolutions per minute (RPM) on a rotary pursuit tracker. Following the acquisition phase, participants returned after a 24-hour period and completed the 12-trial retention and transfer test. The results of statistical analysis indicated that all three groups improved their performance during practice. The posttest analysis indicated the Increasing group was better than the Blocked and Random groups on the retention and transfer test.

scholarly journals Effect of self-controlled knowledge of results in motor skill learning of elderly adults

2007 ◽  
Vol 2 (1) ◽  
pp. 22-30
Author(s):  
Lucieni B. Alcântara ◽  
Michela A. F. Alves ◽  
Renata C. O. Santos ◽  
Lívia K. de Medeiros ◽  
Wesley R. Gonçalves ◽  
...  
Keyword(s):  
Motor Skill ◽  
Transfer Test ◽  
Skill Learning ◽  
The Self ◽  
Acquisition Phase ◽  
Motor Skill Learning ◽  
Elderly Adults ◽  
Knowledge Of Results ◽  
Target Time ◽  
Tennis Balls

The aim of this study was to analyze the effects of self-controlled knowledge of results (KR) in motor skill learning of elderly adults. Twenty subjects (65.45 + 5.34 years-old), inexperienced in the required task, were randomly distributed in two experimental groups: 1) Self-controlled Group, who received KR whenever requested; 2) Yoked Group, who received KR on the same trials of the Self-controlled Group. The task consisted of moving three tennis balls into six roles, positioned in a wood platform, in a previously determined sequence and target time. During the acquisition phase, the subjects performed 45 trials with a target time of 4500 ms. The immediate transfer tests, conducted ten minutes after the acquisition phase, consisted of 45 trials with a target time of 5000 ms. After forty eight hours, the same procedure was conducted for the latest transfer test. The results showed marginal differences, suggesting a higher performance of self-controlled group. It was concluded that selfcontrolled KR is helpful to promote motor learning in elderly adults.

Win-Shift, Lose-Stay: Contingent Switching and Contextual Interference in Motor Learning

2008 ◽  
Vol 107 (2) ◽  
pp. 407-418 ◽  
Author(s):  
Dominic A. Simon ◽  
Timothy D. Lee ◽  
John D. Cullen
Keyword(s):  
Motor Learning ◽  
Retention Test ◽  
Contextual Interference ◽  
Target Movement ◽  
Random Group ◽  
Target Time ◽  
Practice Schedules ◽  
Random Groups ◽  
Better Than

Learners ( n = 48) practiced three multisegment movements with distinct target movement times. Four practice groups were compared: blocked, random, and two groups who had a win-shift/lose-stay schedule (WSLS1 and WSLS2). For these latter groups switching between practice tasks was performance-contingent: within 5% of target time for 1 or 2 consecutive trials, respectively. During acquisition, blocked performance was more accurate than for both random and WSLS2 groups. The WSLS1 group performed between blocked and random groups, but did not differ from either. In a next-day retention test, the random group scored better than the blocked group. The WSLS1 group performed similarly to the random practice while the WSLS2 group's scores were similar to those of the blocked group. Results encourage further study of similar practice schedules.

Rotary Pursuit Performance as a Function of Sex, Sex-Role, and Intertrial Interval

1988 ◽  
Vol 66 (2) ◽  
pp. 443-452 ◽  
Author(s):  
Betsy L. Wisner ◽  
John P. Lombardo ◽  
John F. Catalano
Keyword(s):  
Sex Differences ◽  
Intertrial Interval ◽  
Sex Role ◽  
Distributed Practice ◽  
Massed Practice ◽  
Men And Women ◽  
Rotary Pursuit ◽  
Practice Condition ◽  
Performance Time ◽  
Better Than

Rotary pursuit performance (time on target) and reminiscence data were collected for 113 androgynous and feminine men and women under massed or distributed practice conditions. On the final (eighth) block of practice men performed better than women under conditions of massed practice; while no sex differences were found under distributed practice conditions. Under distributed practice conditions androgynous women performed better than feminine women. In addition, men performed better over-all than women, and subjects in the distributed practice condition performed better than subjects in the massed practice condition. Reminiscence data indicated that under massed practice feminine women obtained larger scores than did feminine men and androgynous women. For women sex-role as well as practice condition influenced performance and reminiscence.

Mental Fatigue Reduces the Benefits of Self-Controlled Feedback on Learning a Force Production Task

2021 ◽  
pp. 003151252110373
Author(s):  
Milad Khojasteh Moghani ◽  
Rasool Zeidabadi ◽  
Mohammad Reza Shahabi Kaseb ◽  
Iman Bahreini Borujeni
Keyword(s):  
Repeated Measures ◽  
Transfer Test ◽  
Force Production ◽  
Mental Fatigue ◽  
The Self ◽  
Acquisition Phase ◽  
Production Task ◽  
Significant Group ◽  
The Impact ◽  
Force Production Task

This study investigated the impact of mental fatigue and self-controlled versus yoked feedback on learning a force production task. We randomly assigned 44 non-athlete male students (Mage = 21.4, SD = 1.4 years) to four groups; (a) MF&SCF = mental fatigue & self-controlled feedback, (b) MF&Y = mental fatigue & yoked, (c) NMF&SCF = no mental fatigue & self-controlled feedback, and (d) NMF&Y = no mental fatigue & yoked). SCF group participants were provided feedback whenever they requested it, while YK group participants received feedback according to a schedule created by their SCF counterparts. To induce mental fatigue, participants performed a Stroop color-word task for one hour. During the acquisition (practice) phase, participants were asked to produce a given percentage of their maximum force (20%) in 12 blocks of six trials. We recorded the participants’ absolute error at the end of the acquisition phase, the immediate retention test, the first transfer test, and the second transfer test (after 24 hours and without any further mental fatigue). The acquisition phase data were analyzed in a 2 (feedback) × 2 (mental fatigue) × 12 (block) ANOVA with repeated measures on the last factor, while the retention and transfer data were analyzed in 2 (feedback) × 2 (mental fatigue) ANOVAs. We found that all four groups made significant progress during practice ( p < .001), but there were no significant group differences during this phase ( p>.05). There was a significant interaction effect of self-controlled feedback and mental fatigue at retention ( p = .018) and transfer testing ( p < .001). In the mental fatigue condition, participants in the self-controlled group had poorer learning compared to participants in the yoked group; but when not mentally fatigued, participants in the self-controlled group had better learning than those in the yoked group. These findings suggest that mental fatigue reduces typical advantages of self-controlled feedback in motor learning.

scholarly journals Studi Perbandingan Model Pembelajaran Kooperatif Tipe Jigsaw dan NHT (Numbered Head Together)Terhadap Hasil Belajar Stoikiometri Siswa Kelas X SMAN 8 Palu

2017 ◽  
Vol 5 (3) ◽  
pp. 133
Author(s):  
Nizar Nizar ◽  
Irwan Said ◽  
Suherman Suherman
Keyword(s):  
Statistical Analysis ◽  
Learning Outcomes ◽  
Hypothesis Test ◽  
Average Score ◽  
Cooperative Model ◽  
A Value ◽  
Quasi Experimental ◽  
Two Sides ◽  
Academic Year ◽  
Better Than

The aim of this study is to compare the learning outcomes of student in SMA Negeri 8 Palu using the cooperative learning model between jigsaw and NHT (numbered head together) on the stoichiometry. This research using a quasi-experimental design with factorial 2 x 2. The population of this study is all student of class X SMA 8 Palu with academic year 2015/2016 which consists of four classes. The sample of this study consists of two classes, namely class XB with amount of 16 students (experimental class) and class XC with amount of 17 students (control class) which was determined by purposive sampling. Data was collected by using test instruments, namely an achievement test that contains the stoichiometry material. The examination of data was conducted by using statistical analysis t-test two sides and one side (right side) non-parametric or Mann-Whitney U test. The average score of the learning outcomes of student by using the jigsaw type was (78.00; SD = 13.63), and by using NHT type was (70.47; SD = 16.51). Based on statistical analysis of the hypothesis test for two sides, it was obtained a value of 0.195 Asymp sig (2-tailed) and was obtained a value 0.204 Exact Sig (1-tailed) of 0.204, both of datas were at the rejection area of H0 which was a significance value greater than 0.05 (P> 0.05). Therefore, it can be concluded that there was a difference in learning outcomes using the cooperative model jigsaw type with NHT type, furthermore the type of jigsaw better than the NHT on the learning outcomes of students of stoichiometry in class X SMA Negeri 8 Palu.

scholarly journals PENDIDIKAN KARAKTER MELALUI PEMBELAJARAN MATEMATIKA

2014 ◽  
Vol 10 (1) ◽  
Author(s):  
Salafudin *
Keyword(s):  
Statistical Analysis ◽  
Character Education ◽  
Sampling Technique ◽  
Problem Formulation ◽  
Test Method ◽  
Cluster Sampling ◽  
Test Results ◽  
Learning Mathematics ◽  
Character Building ◽  
Better Than

This study aimed to determine: (1) how was the design of character building by learning mathematics, and (2) whether the character building by learning mathematics could produce better learning outcome of mathematics than conventional mathematics learning.To answer these two questions, I used Research and Development ( R & D ) which consists of a preliminary study to obtain preliminary data on student learning outcomes before being given treatments of character building by learning mathematics. The next phase is the design of the character building by learning mathematics. Further testing and revision in class and repeated until it found the best learning model. From the first problem formulation, qualitative data analysis, such as the design of character building in learning mathematics was produced. The results of the qualitative analysis shows, character building by learning mathematics was quite effectively applied to implant positive character in students. To answer the second question, statistical analysis was used. The population in this study was all students of class VII of MTsN in Buaran of Pekalongan which totaled 220. By random cluster sampling technique two classes (a class VII A and VII B) was chosen. Class VII A was as an experiment class, and class VII B was as a control class. Data were taken by the test method, experimental classroom observation, and documentation. The data was then processed with an average difference test. Results of statistical analysis obtained t = 3.33 > t table = 1.67. This meant that learning achievement of the students in the experimental class, which was implemented character education in mathematics was better than the students who were taught by conventional methods. Based on these results, it could be conclude that the character building in mathematics was better than the conventional method of learning mathematics.

scholarly journals SIZE EFFECT AND STOCK BEHAVIOR DURING THE EXPANSION AND CONTRACTION PHASES OF ECONOMIC CYCLE: An Empirical Evidence from Indonesian Stock Market

2013 ◽  
Vol 4 (3) ◽  
pp. 361
Author(s):  
Marwan Asri
Keyword(s):  
Statistical Analysis ◽  
Stock Market ◽  
Size Effect ◽  
Empirical Evidence ◽  
Small Firms ◽  
Large Firms ◽  
Economic Cycle ◽  
Stock Behavior ◽  
Better Than

Banz (1981) and Reiganum (1981) claim that, in terms of returncreation, small firms tend to perform better than large firms. They implicitly claim that the phenomena (which is known as size effect) is stable and exists over the period of examination. This study intends to investigate the existence of size effect in Indonesian market and more specifically, to test whether stages of economic cycle (expansion and contraction stages) determine the existence of the effect. The results of the study show that size effect does exist in the market for the whole period of observation (1991-2001). However, when the period is divided into two parts according to the stage of economic cycle, the  statistical analysis results are not supportive to the conclusion about the size effect.

Effect of Aging on Acquisition and Short-Term Retention of a Motor Skill

1978 ◽  
Vol 47 (3) ◽  
pp. 993-994 ◽  
Author(s):  
Mark H. Anshel
Keyword(s):  
Motor Skill ◽  
Age Groups ◽  
Young Group ◽  
Elderly Subjects ◽  
Short Term ◽  
Term Retention ◽  
Better Than

26 elderly ( M = 74.2 yr.) and 26 younger subjects ( M = 23.4 yr.) were compared for their ability to learn and retain a novel motor skill (limb repositioning). Both age groups demonstrated significant improvement in performance, but elders gained statistically significantly better than younger subjects. The young group, however, was significantly superior to elders in terms of performance across trials. No significant differences between the age groups were noted on motor short-term retention trials. Elderly subjects did not retain more or less than younger participants.

Abstract 11: Targeted Training of a Motor-parietal Circuit Improves Its Behavioral Output

Stroke ◽  
2017 ◽  
Vol 48 (suppl_1) ◽  
Author(s):  
Steven C Cramer ◽  
Robert Zhou ◽  
Morgan Ingemanson ◽  
John J Choi ◽  
Katherine M Wu ◽  
...  
Keyword(s):  
Primary Motor Cortex ◽  
Brain Connectivity ◽  
Secondary Analysis ◽  
Visuomotor Learning ◽  
Visuomotor Tracking ◽  
Home Based ◽  
Eeg Connectivity ◽  
Hemiparetic Stroke ◽  
Chronic Hemiparetic Stroke ◽  
High Beta

Introduction: Emerging brain mapping methods measure function of individual brain circuits and have the potential to predict a patient’s gains and needs in the context of stroke rehabilitation. We recently described a motor-parietal circuit underlying visuomotor tracking and defined an EEG coherence measure (reflecting connectivity) that predicts visuomotor learning. Here we test the hypothesis that this EEG metric predicts visuomotor learning after stroke. Methods: After baseline dense-array resting EEG, patients with chronic hemiparetic stroke were provided with a home-based gaming system. During 9 half-hour training sessions, patients played games in which the stroke-affected arm tracked objects moving on the tabletop. Games were implemented using augmented reality, which we have found has advantages for motor training and in which virtual objects are projected into the real world and modified during game play. Results: Subjects (n=12) had affected arm Box&Blocks score of 15±12 and were 35±26 mo post-stroke. Visuomotor tracking improved significantly: on a standardized visuomotor test using the gaming system, scores increased from 60.5±11.5% to 74.0±3.2% (p=0.003). Gains were specific, as other behaviors were unchanged. Individual gains in visuomotor tracking score were predicted by the EEG connectivity metric from our prior study, coherence between leads overlying ipsilesional primary motor cortex (M1i) and ipsilesional lateral parietal region in the high beta (20-30 Hz) range, with higher connectivity predicting greater visuomotor tracking gains (r=0.61, p=0.037). This too was specific, as connectivity between M1i and other brain areas did not predict gains. Secondary analysis found that baseline visuomotor tracking scores correlated with several EEG connectivity measures, all inversely and all between M1i and contralesional regions. Conclusions: We found that (1) training that targets a specific brain circuit improves behavioral output of that circuit, and (2) an EEG measure of brain connectivity within that circuit predicts these behavioral gains--both with specificity. This approach may be useful for many neural circuits and their respective rehabilitation-related behaviors.

The S-Shaped Performance Curve Prevails in Practicing Juggling

2021 ◽  
pp. 1-17
Author(s):  
Mu Qiao
Keyword(s):  
College Students ◽  
Linear Group ◽  
Motor Skill ◽  
Learning Performance ◽  
Practical Relevance ◽  
Performance Curve ◽  
Performance Curves ◽  
Better Than ◽  
A Performance

The development of performance, such as learning a new motor skill, can be represented in a performance curve. The shape of the performance curve is both of theoretical and practical relevance. Here, the author studied the interday performance of juggling over a period of 17 days in 112 college students. The results showed that 60% of participants followed an S-shaped performance curve with the inflection date on the 11th day, followed by a decelerated (20%), accelerated (14%), and linear curve (6%). As expected, except on Day 1, male participants performed at least 33% better than female participants on each practice day. Also as expected, learning performance was found to depend on the type of performance curve with the best learning performance exhibited by the linear group. The results further revealed that pooling all participants’ performance together without considering the percentage of each underlying type of performance curve would lead to biased, nonrepresentative results. Given the variety of the observed performance curves and the dominance of the S-shaped performance curve among them, coaches should continuously monitor the shape of an individual’s performance curve.

Sign in / Sign up

Export Citation Format

Share Document