Specificity of practice: interaction between concurrent sensory information and terminal feedback

In 2 experiments, the authors investigated a potential interaction involving the processing of concurrent feedback using design features from the specificity of practice literature and the processing of terminal feedback using a manipulation from the guidance hypothesis literature. In Experiment 1, participants produced (198 trials) flexion-extension movements to reproduce a specific pattern of displacement over time with or without vision of the limb position and with 100% or 33% knowledge of results (KR) frequency. The transfer test was performed without vision and KR. In Experiment 2, the authors assessed whether sensory information processing was modulated by the amount of practice. Participants performed 54 or 396 trials under a 100% or a 33% KR frequency with vision before being transferred to a no-vision condition without KR. Results of both experiments indicated that the Vision-33% condition suffered a larger detrimental effect of withdrawing visual information than the Vision-100% condition. Experiment 2 indicated that this detrimental effect increased with practice. These results indicated the reduction in terminal feedback prompted participants to more deeply process the concurrent visual information thus reinforcing their dependency on the visual information.

The effects of sequence difficulty and practice on proportional and nonproportional transfer

Two experiments were designed to determine participants' ability to transfer a learned movement sequence to new spatial locations. A 16-element dynamic arm movement sequence was used in both experiments. The task required participants to move a horizontal lever to sequentially projected targets. Experiment 1 included two groups. One group practised a relatively easy 16-element movement sequence (easy long). The other group practised a more difficult 16-element movement sequence (difficult long). Approximately 24 hours after practice with their respective sequence both groups were administered a retention and two transfer tests. The only difference between the retention and transfer tests was the location of the targets. The short transfer target configuration was considered a proportional transfer because all the amplitudes between targets were reduced by the same proportion. The mixed transfer configuration was considered a nonproportional transfer because the targets did not have the same proportional distances between targets as the sequence they practised. The results indicated that participants could effectively transfer the difficult long sequence to the new target configurations regardless of whether the transfer required proportional and nonproportional spatial changes to the movement pattern. However, the easy long sequence was only effectively transferred in the proportional transfer condition. Experiment 2 assessed the effects of extended practice of the easy long sequence on proportional and nonproportional spatial transfer. The data indicated that participants could again effectively transfer the easy long sequence to proportional but not the nonproportional spatial transfer conditions regardless of the amount of practice (1 or 4 days). The results are discussed in terms of the mechanism by which response sequences become increasingly specific over extended practice in an attempt to optimize movement production and how this process interacts with the difficulty of the sequence.

Perceptual influences on Fitts' law

The linear relationship between movement time (MT) and index of difficulty (ID) for Fitts' type tasks has proven ubiquitous over the last 50+ years. A reciprocal aiming task (IDs 3, 4.5, 6) was used to determine if an enlarged visual display (visual angle 5.1 degrees , 7.4 degrees , or 13.3 degrees) would alter this relationship. With ID = 6, a condition typically associated with discrete action control, the largest visual display (13.3 degrees) allowed the motor system to exploit features of cyclical action control, e.g., shorter dwell times, more harmonic motion, less time decelerating the limb. The large visual display resulted in a quadratic relationship between MT and ID. For the IDs of 3 and 4.5, the visual displays did not alter the underlying control processes. The results are discussed in terms of the preference of the motor system to assemble movements from harmonic basis functions when salient visual information is provided.

Transfer of movement sequences: bigger is better

Experiment 1 was conducted to determine if proportional transfer from "small to large" scale movements is as effective as transferring from "large to small." We hypothesize that the learning of larger scale movement will require the participant to learn to manage the generation, storage, and dissipation of forces better than when practicing smaller scale movements. Thus, we predict an advantage for transfer of larger scale movements to smaller scale movements relative to transfer from smaller to larger scale movements. Experiment 2 was conducted to determine if adding a load to a smaller scale movement would enhance later transfer to a larger scale movement sequence. It was hypothesized that the added load would require the participants to consider the dynamics of the movement to a greater extent than without the load. The results replicated earlier findings of effective transfer from large to small movements, but consistent with our hypothesis, transfer was less effective from small to large (Experiment 1). However, when a load was added during acquisition transfer from small to large was enhanced even though the load was removed during the transfer test. These results are consistent with the notion that the transfer asymmetry noted in Experiment 1 was due to factors related to movement dynamics that were enhanced during practice of the larger scale movement sequence, but not during the practice of the smaller scale movement sequence. The findings that the movement structure is unaffected by transfer direction but the movement dynamics are influenced by transfer direction is consistent with hierarchal models of sequence production.

Research Notes

Zusammenfassung. Für das Lernen von Bewegungssequenzen wird postuliert, dass die Codierung einer entsprechenden Repräsentation parallel in zwei unterschiedlichen Koordinatensystemen erfolgt, einem visuellen System (visuell-räumlicher Code) und einem motorischen System (motorischer Code). Dabei wird zusätzlich angenommen, dass sich der visuell-räumliche Code schneller entwickelt als der motorische Code und in einer frühen Lernphase eine ausführungsleitende Funktion hat. Bei einer Störung der visuell-räumlichen Codierung werden Einbußen in der Leistungsentwicklung bei der zu lernenden Bewegungssequenz erwartet. In zwei konsekutiven Versuchssitzungen wurden der visuell-räumliche Code und/oder der motorische Code beim Lernen einer Bewegungssequenz in einem intermanuellen Transferdesign systematisch manipuliert. In einer dritten Versuchssitzung wurden Behaltens- und Transferleistungen für die rechte und linke Hand untersucht. Die Befunde zeigen, dass bei einer Veränderung der visuell-räumlichen Codierung Leistungsdekremente im Behaltens- und Transfertest auftreten. Hingegen zeigen sich bei einem Handwechsel von der zuerst trainierten rechten auf die linke Hand bei einer Beibehaltung der visuell-räumlichen Codierung Leistungsvorteile für die zu lernende Bewegungssequenz. Die Ergebnisse bestätigen die Annahme, dass beim Lernen von Bewegungssequenzen der visuell-räumliche Code in der frühen Lernphase eine dominante, d. h. ausführungsleitende Funktion besitzt.

The transfer of movement sequences: effects of decreased and increased load

A number of recent experiments have demonstrated that a movement structure develops during the course of learning a movement sequence that provides the basis for transfer. After learning a movement sequence participants have been shown to be able to effectively produce the sequence when movement demands require that the sequence be rescaled in amplitude or produced with an unpractised set of effectors. The purpose of the present experiment was to determine whether participants, after learning a complex 16-element movement sequence with a 0.567-kg load, could also effectively produce the sequence when the load was decreased (0.0 kg) or increased (1.134 kg). The results indicated that participants were able to effectively compensate for decreased and increased load with virtually no changes in performance characteristics (displacement, velocity, acceleration, and pattern of element durations) while electromyographic (EMG) signals demonstrated that smaller (reduced load) or larger forces (increased load) were spontaneously generated to compensate for the change in load. The muscle activation patterns of the biceps and triceps as well as the level of coactivation appeared to be generally upscaled to generate and dissipate the changes in force requirement needed to compensate for the increased load.

The intention superiority effect in motor skill learning

Three experiments were conducted to determine if the intention to perform motor sequences in the future results in similar patterns of activation and inhibition as observed for verbal scripts. In Experiments 1 and 2, intention was induced by informing one group that they would be tested on the tasks following acquisition; the other group was not informed of the retention test. Recognition tests administered prior to and after the retention test indicated a strong intention superiority effect. However, intention instructions provided either at the end of acquisition (Experiment 1) or before acquisition (Experiment 2) failed to impact acquisition or retention performance of the motor sequences, but did influence the latency of responding on the retention test. Experiment 3 was designed to replicate the results of Experiments 1 and 2 using a within-subjects design and extend these findings to observation. The results indicated that intention instructions resulted in a strong intention superiority effect for both the physical and observational practice participants, but the performance on the intentional tasks was enhanced only for the observational practice group.

Target width scaling in a repetitive aiming task: switching between cyclical and discrete units of action

An aiming task was used to identify the processes whereby the motor system adapted a repetitive aiming action to systematic changes in ID (ID = log(2 )(2A/W), Fitts in J Exp Psychol 47:381-391, 1954) within a single trial. Task ID was scaled in a trial by moving the outside edge of two stationary targets to produce nine different target IDs in a trail. The ID within a trial was scaled in one of two directions: (1) an increasing ID condition, starting with an ID = 3.07 and ending with an ID = 5.91; and (2) a decreasing ID condition, starting with an ID = 5.91 and ending with an ID = 3.07. An index of movement harmonicity (Guiard in Acta Psychol 82:139-159, 1993) revealed that the repetitive aiming action was harmonic in nature when task ID was 3.07, and consisted of a series of discrete segments when task ID was 5.91. This finding provides evidence for the existence of discrete and cyclical units of action that are irreducible and that may be employed independently to assemble longer continuous actions. The scaling of ID within a trial promoted a transition in repetitive aiming motions assembled from discrete and cyclical units of action. A variety of kinematic measures (e.g., movement harmonicity, time spent accelerating the limb) revealed a critical ID (ID(c)) region (4.01-4.91) separating aiming motions governed by the different units of action. Enhancement of fluctuations before the transition were found in the movement harmonicity data and in the distance traveled to peak velocity data, with variability in these measures highest in the ID(c) region. The enhancement of fluctuations indicates that loss of stability in the limb's motion acted as a key mechanism underlying the transition between units of action. The loss of stability was associated with the transition from cyclical to discrete actions and with the transition from discrete to cyclical actions. The transition between units of action may be conceptualized as a transition from a limit cycle attractor (cyclical unit of action) to a shift between two fixed-point attractors (discrete unit of action) when ID was increased, with the transition occurring in the opposite direction when ID was decreased.

Error detection processes during observational learning

The purpose of this experiment was to determine whether a faded knowledge of results (KR) frequency during observation of a model's performance enhanced error detection capabilities. During the observation phase, participants observed a model performing a timing task and received KR about the model's performance on each trial or on one of two trials. Delayed retention and transfer tests were used to assess the observer's ability to detect error in the model's performance and in the participant's performance while physically practicing the task. Results indicated a beneficial effect of a reduced KR frequency for performance stability and the ability to detect errors in both the model and the participant's own performance. The results suggest that aspects of the processing mechanism(s) developed in observational learning and related to KR are probably similar to those developed through physical practice.

Age-related effects in sequential motor learning

BACKGROUND AND PURPOSE

When learning multi-element movement sequences, participants organize individual elements into subsequences. Imposing this type of structure on the elements leads to the efficient production of sequences because the processing of all but the first elements in a subsequence can be completed prior to their execution. The primary purpose of this study was to determine whether older adults organize lengthy movement sequences with the same efficiency as young adults.

SUBJECTS AND METHODS

Participants were young adults (N=8, 19-23 years of age) and older adults (N=8, 65-68 years of age). The task required participants to move a lever as quickly as possible to targets sequentially projected on a tabletop. At various stages during practice, random practice blocks were inserted between the repeated sequence blocks. Repeated and random sequence retention tests were administered after 24 hours.

RESULTS

The results indicated that the young adults performed the repeated sequences substantially faster than the older adults and that this difference increased over practice. On the retention tests, there were no differences in response time for the random sequence blocks, but the young performers were substantially faster than the older performers when repeated sequences were used. No differences were detected in the interview or on the recognition (chi square=1.22, P>.05) and completion (chi square=0.89, P>.05) tests designed to determine explicit or implicit knowledge of the sequences.

DISCUSSION AND CONCLUSION

Analysis of the sequence structure indicated that the older adults did not organize their responses into subsequences as effectively as the young adults. The failure of older adults to optimally organize movement sequences may contribute to the overall slowing of sequential movement production.

Learning of Similar Complex Movement Sequences: Proactive and Retroactive Effects on Learning

The authors used an interference paradigm to determine the extent to which the learning of 2 similar movement sequences influences the learning of each other. Participants (N=30) produced the sequences by moving a lever with their right arm and hand to sequentially presented target locations. They practiced 2 similar 16-element movement sequences (S1 and S2), 1 sequence on each of 2 consecutive days of practice. Control groups received only 1 day of practice on 1 of the sequences. Early in S2 practice, the experimental group demonstrated a relatively strong level of proactive facilitation arising from previous practice with S1. The advantage was not evident at the end of S2 practice or on the S2 retention test. No advantage of practicing the 1st sequence on the learning of the 2nd sequence (proactive effect) was found in the analysis of element duration in the retention and transfer tests, even though 14 of the 16 elements were common to both sequences. A strong retroactive interference on the switched elements was detected, however. Thus, the memories underpinning S1 seemed to be "overwritten" or adapted in response to the learning of S2.

Random and blocked practice of movement sequences: differential effects on response structure and movement speed

Three similar six-element key press sequences were practiced under blocked or random practice schedules with acquisition conducted on one day and retention and transfer on the next day. The task required participants to type, as quickly as possible, one of three 6-element sequences as observed on a computer monitor. In blocked practice, participants completed all practice in one repeated sequence before the next repeated sequence was introduced. In random acquisition practice, the three repeated sequences were randomly presented to the participants. The data suggest that random practice results in participants adopting a uniform response structure, while blocked practice allows participants to exploit unique sequential aspects of the individual tasks. This finding suggests that random practice may not be as effective as blocked practice when one of the tasks being practiced together can be optimized through the development of a unique response structure.

Schema Theory: A Critical Appraisal and Reevaluation

The authors critically review a number of the constructs and associated predictions proposed in schema theory (R. A. Schmidt, 1975). The authors propose that new control and learning theories should include a reformulated (a) notion of a generalized motor program that is not based on motor program but still accounts for the strong tendency for responses to maintain their relative characteristics; (b) mechanism or processes whereby an abstract movement structure based on proportional principles (e.g., relative timing, relative force) is developed through practice; and (c) explanation for parameter learning that accounts for the benefits of parameter variability but also considers how variability is scheduled. Furthermore, they also propose that new theories of motor learning must be able to account for the consistent findings spawned as a result of the schema theory proposal and must not be simply discounted because of some disfavor with the motor program notion, in general, or schema theory, more specifically.

Systematic scaling of target width: dynamics, planning, and feedback

The target width of a single target in a two-target reciprocal aiming task was scaled from small (ID = 5.85) to large (ID = 2.85) and large-to-small within individual trials with movement amplitude fixed. Scaling target width produced a transition in the end-effector's dynamics and based on a measure of movement harmonicity, the transition was sensitive to the initial conditions but not to the direction of target width scaling. Hysteresis emerged in a variety of kinematic measures suggesting that the interdependency of planning and feedback control processes was sensitive to initial conditions as well as the direction of target width scaling. Practice increased the efficiency of the reciprocal movements and produced changes in movement time and the measure of harmonic motion that revealed a tuning of the end-effector's dynamics to cyclical motion over as large of range of IDs as possible. The tuning occurred through the modulation of time spent accelerating and decelerating the end-effector for IDs outside the range of 3.85-4.26. The results are discussed with reference to a critical ID boundary that separates regions of parameter space wherein the end-effector's dynamics are more cyclical (limit-cycle) or discrete (fixed-point) in nature.

Part-Whole Practice of Movement Sequences

A 16-element movement sequence was taught under part-whole and whole-practice conditions. Participants (N = 18) produced a right-arm lever movement to sequentially presented target locations. The authors constructed part-whole practice by providing practice on only the 1st 8 elements on the 1st day of practice (100 repetitions of the 8-element sequence) and on all 16 elements on the 2nd day of practice (100 repetitions of the 16-element sequence). The whole-practice group practiced all 16 elements on both days (100 repetitions of the 16-element sequence per day). No differences in sequence structure or in movement duration of the 16-element sequence were noted on the retention test (Day 3). On transfer tests in which the 1st and last 8 elements were tested separately, however, the participants in the part-whole practice group performed more quickly than the participants in the whole-practice group, especially on the last 8 elements. Participants in the whole-practice group appeared to code the sequence so that it was relatively difficult to fully partition it into separate movements. Thus, on the transfer tests, there continued to be residual effects of the 8 elements that did not have to be produced but slowed down the rate of responding for the whole-practice group. That finding was not observed for the part-whole practice group.

After-contraction phenomenon: influences on performance and learning

Three experiments investigated the influence of an after-contraction phenomenon on the performance and learning of a dynamic force-production task. The after-contraction effect refers to an involuntary potentiation (induced by a sustained precontraction) that is thought to summate with voluntary motor commands to bias subsequent responding. The precontraction involved a brief (20 s) static contraction. The subsequent influence of the precontraction on a dynamic force-production task was assessed. Experiments 1 and 2 were aimed at demonstrating the direct impact of the precontraction intensity on the magnitude and decay of the after-contraction effect. The results indicated that as the intensity of the precontraction increased, the magnitude of the induced bias increased. In Experiment 3, the indirect influence on subsequent retention of varying the precontraction intensity during acquisition was investigated. The results indicated that the performance of subjects experiencing varying precontraction intensities during acquisition was inferior to that of subjects experiencing a constant precontraction intensity, but the performance of the varied precontraction intensities group was superior on the test of retention. It is noted that the paradoxical reversal from acquisition to retention is similar to that found in contextual interference experiments and may arise from similar mechanisms.

The independence of response structure and element production in timing sequences

In three experiments, participants were asked to produce a prescribed temporal sequence of key presses. The number of elements in a key press sequence, the movement time of the elements, and uniformity of the timing elements comprising the sequence were manipulated. If the processing of the sequence structure was independent of the processing of elements comprising the sequence, increasing the number of the elements in the sequence should affect the production of the sequence but not the proficiency with which the individual elements are, produced. Increasing the movement time of the elements, however, should affect the production of the elements but have little, if any, effect on the integrity of the sequence. The findings indicated that increasing the number of elements negatively affected sequence production when the elements were nonuniform but had little or no effect when elements were uniform. Alternatively, element production was affected by movement time but not number of elements. The results of these experiments appear to confirm the independence of sequence and element production. However, Experiment 3, in which the uniformity of the elements was directly contrasted, found strong evidence for coarticulatory influences in the learning processes, whereby the longer and shorter than average elements in the sequence negatively affected the sequence integrity and the production of the individual elements. When faced with a nonuniformn timing pattern, participants appear to elongate or shrink individual elements of a uniform timing pattern to fit the desired sequence requirements. The result is that the longer or shorter than average elements require more practice to produce correctly, tend to regress across retention intervals, and are generally less stable than the elements nearer the average.

Discrete and cyclical units of action in a mixed target pair aiming task

Two experiments addressed the issue of discrete and cyclical units as possible basic units of action that might be used to construct complex actions based on task constraints. The experiments examined the influence of low and high accuracy constraints on the end-effector's motion in rhythmical aiming movements. Both experiments utilized a Fitts-type task under three accuracy constraints: (1) big target pairing-low index of movement difficulty (ID), (2) small target pairing-high ID, and (3) mixed target pairing-one target high ID and the other target low ID. Experiment I was a 1-degree-of-freedom ( df) task that required subjects to crossover the inside edge of targets in a target pair using elbow flexion-extension motions. Experiment II used a 2- df task that required subjects to tap back and forth between targets in a target pair using a hand-held stylus. In both experiments, end-effector motion in the low ID condition was cyclical with the end-effector's motion consistent with a limit-cycle attractor description, while in the high ID condition end-effector motion was discrete and consistent with a fixed-point attractor description. The mixed target pairing produced both discrete and cyclical features in the end-effector's dynamics that suggested a functional linking of discrete and cyclical units of action as the optimal movement solution. Evidence supporting the above statements was found in the kinematic measures of movement time (MT), dwell time, proportion of MT accelerating and decelerating, and in a measure of harmonicity (Guiard 1993, Acta Psychol 82:139-159; Guiard 1997, Hum Mov Sci 16:97-131). Extended practice in the mixed target condition revealed a bias towards cyclical motion with practice. The results demonstrate that discrete and cyclical motion, represented as limit-cycle and fixed-point attractors, are basic units of action that the motor system uses in constructing more complex action sequences. The results are discussed with reference to coordinative structures and the generalized motor program as basic units of action. Issues pertaining to visual feedback processing and movement braking in rapid aiming tasks are also discussed.

Effect of practice on effector independence

The authors' primary purpose in the present experiment was to determine if practice changes the extent to which simple motor sequences are effector independent. Contralateral and ipsilateral effector transfers were assessed in 24 participants after 1 (200 trials) and 4 (800 trials) days of practice. The response sequence became increasingly effector dependent; the response structure and the scaling of force on the effector transfer tests were no better after 4 days of practice than after only 1 day, even though retention performance improved substantially. Those results are consistent with the notion that participants refine their movements over extended practice by exploiting the unique characteristics of the effectors. The additional practice results in a more effective movement when the same effectors are used but is of little value when different effectors are required.

Increasing the distance of an external focus of attention enhances learning

Previous studies (e.g., Wulf, Höss, & Prinz, 1998) have shown that motor learning can be enhanced by directing performers' attention to the effects of their movements ("external focus"), rather than to the body movements producing the effect ("internal focus"). The purpose of the present study was to test the hypothesis that increasing the distance between the body and the action effects might further enhance the learning advantages associated with an external focus of attention. The distance of the external effect was manipulated by instructing three groups of participants learning to balance on a stabilometer to focus on markers attached to the platform located at different distances from their feet. Specifically, two groups were to focus on distant markers on the outside ("far-outside") or inside ("far-inside") of the platform, respectively, whereas another group was instructed to focus on markers close to their feet ("near"). In a retention test administered after two days of practice, all three external-focus groups showed generally more effective balance learning than an internal-focus control group. In addition, the far-outside and far-inside groups demonstrated similar performances, and both were more effective than the near group. Furthermore, the far-outside and far-inside groups showed higher-frequency movement adjustments than the near group. These results suggest that focusing on more distant effects results in enhanced learning by promoting the utilization of more natural control mechanisms. The findings are in line with a "constrained action" hypothesis that accounts for the relatively poorer learning associated with an attentional focus directed towards effects in close proximity to the body, or towards the body itself.

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

We review research related 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 generalizability of 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.