Multiple-Task Transfer Effects in Perceptual-Motor Learning

Abstract

Abstract An apparatus was devised which enabled subjects to practice one or more tasks varying in degree of difficulty on a distance dimension. Selected multiple- and single-task practice conditions were introduced, trials were held constant; this was followed by a test for differential transfer effects. Multiple-task practice of relatively easy practice tasks increased transfer, whereas single-task practice of relatively difficult tasks was most advantageous. A test also was made for summation effects when transfer was measured at a point intermediate between various practice tasks. The amount of transfer expected from practice of relatively easy tasks did not combine in a linear summation with the amount of transfer expected from practice of relatively difficult tasks.