Abstract
Transfer (i.e., the application of a learned skill in a novel context) is an important and desirable outcome of motor skill learning. While much research has been devoted to understanding transfer of explicit skills the mechanisms of skill transfer after incidental learning remain poorly understood. The aim of this study was to (1) examine the effect of practice schedule on transfer and (2) investigate whether sequence-specific knowledge can transfer to an unfamiliar sequence context. We trained two groups of participants on an implicit serial response time task under a Constant (one sequence for 10 blocks) or Variable (alternating between two sequences for a total of 10 blocks) practice schedule. We evaluated response times for three types of transfer: task-general transfer to a structurally non-overlapping sequence, inter-manual transfer to a perceptually identical sequence, and sequence-specific transfer to a partially overlapping (three shared triplets) sequence. Results showed partial skill transfer to all three sequences and an advantage of Variable practice only for task-general transfer. Further, we found expression of sequence-specific knowledge for familiar sub-sequences in the overlapping sequence. These findings suggest that (1) constant practice may create interference for task-general transfer and (2) sequence-specific knowledge can transfer to a new sequential context.
Highlights
IntroductionIt is often desirable that a newly learned skill can be applied outside the specific context within which it was acquired
Learning new motor skills can take a considerable amount of time and effort
A repeated-measures general linear model (GLM) with factors Session (Baseline/Transfer) and Group (Constant/Variable) confirmed that in both groups response time (RT) for Tr1 were significantly reduced at Transfer [main effect of Session: F(1,54) = 127.3, p < 0.001]
Summary
It is often desirable that a newly learned skill can be applied outside the specific context within which it was acquired. Transfer can be described along several dimensions, such as positive vs negative or broad vs narrow (Adams, 1987; Schmidt and Lee, 2005). Positive transfer is seen when training of one skill facilitates performance in another, novel situation. Negative transfer is the opposite phenomenon, where earlier training interferes with performance on a new task. In narrow transfer, such influences are seen between similar tasks, while in broad transfer, training effects are seen on a wide range of tasks. In most training scenarios one would want to achieve broad positive skill transfer, potentially between effectors
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