Delayed Transfer Test Research Articles

The learning of sprint hurdles: A comparative study on increasing contextual interference and blocked practice schedules.

The contextual interference (CI) approach has proposed that a random order of practice for motor skills is superior in facilitating learning compared to a blocked arrangement of practice trials. Two groups of physical education students learned sprint hurdles, employing either an increasing CI practice schedule (n = 23) or a blocked practice schedule (n = 23). In both the practice schedules, the same exercises were used in a different trial order during each learning session. Eleven practice sessions were conducted over a period of six weeks, with two days of practice per week. Ten and 40 days after the acquisition phase, a retention and transfer test were conducted. The results showed no differences between the two practice schedules during the retention tests. However, students practicing with an increasing CI arrangement performed better on the delayed transfer test compared to students which practiced with a blocked schedule. Specifically, the increasing CI group more effectively (p < 0.05) cleared the hurdles due to a lower take-off step angle and longer step length than the blocked practice group. Although utilizing an increase in CI during the learning phase of sprint hurdling produced more persistent learning effects relative to a traditional blocked practice schedule for adult novice learners, further research is warranted to explore the CI effect across a broader range of sport skills.

The role of nocturnal sleep on the retention, adaptability, and relearning rate of a motor skill

Aim: The influence of sleep on the adaptability and relearning rate during learning of complex motor skills is still unknown, limiting the comprehension of the sleep role in motor memory consolidation. Thus, we aimed to investigate the nocturnal sleep influence on retention, adaptability, and relearning rate of the dart-throwing task. Methods: Sixty healthy adults were divided into two groups: SLEEP and WAKE. Both groups practiced an under-arm dart-throwing task. However, WAKE practiced in the morning and performed a retention phase in the evening, and SLEEP practiced in the evening and performed a retention phase in the morning of the next day. The practice and retention phases were separated by 12 h in both groups. There were analyses regarding retention (retention test), adaptability (delayed transfer test), and relearning rate (savings). Results: Both groups improved their performance across the acquisition phase and maintained it in the retention test. The groups did not demonstrate adaptability and did not demonstrate a significant difference in relearning rate. Conclusion: We conclude that nocturnal sleep did not modulate the consolidation of motor memories related to ballistic discrete motor skills.

Autonomy Support via Instructionally Irrelevant Choice Not Beneficial for Motor Performance or Learning

ABSTRACT Purpose: The Optimizing Performance Through Motivation and Attention for Learning (OPTIMAL) theory predicts that providing learners with choices during skill acquisition will enhance their acquisition performance, motor learning, and expectancies. Based on this theory, it is recommended that instructors ask learners to choose which tasks to practice in applied settings. This experiment tested these predictions and recommendation by crossing autonomy support with practice schedule in a 2 × 2 factorial design. Method: Participants (N = 128) practiced a novel non-dominant hand dart-throwing task either with choice over the color of the dart flights (autonomy) or yoked to a counterpart’s choices (yoked). Further, participants either practiced throwing darts to three different targets in equal amounts (variable) or throwing to the same target for all practice trials (constant). All participants completed a pretest, acquisition phase, 24-hr delayed retention and transfer tests, as well as baseline and post-acquisition autonomy, and self-efficacy measures. Data were analyzed according to a pre-registered analysis plan that included pretest and gender as covariates. Results: The autonomy groups reported significantly greater perceived autonomy at the end of acquisition. There were no significant effects of autonomy on self-efficacy, or motor performance uniquely during acquisition, or uniquely on the delayed transfer test. The autonomy groups, however, performed with significantly greater error across acquisition and transfer. Practice schedule interacted with the time of testing such that the constant groups performed significantly more accurately during acquisition but non-significantly less accurately during transfer than the variable groups. Conclusions: These results are inconsistent with OPTIMAL theory.

Postural control does not affect performing or learning a temporal estimation task in physically active older adults

Evidence suggests that postural control could act as a secondary task, leading to a negative effect on sensorimotor skill learning. To investigate this issue, twenty older adults (average age = 70.5 years, SD=5.6) were distributed into two groups, according to the body position maintained during the acquisition (AQ) of a temporal estimation task: performing the task standing with feet together (STA) or sitting (SIT). During the AQ, participants performed 90 trials of the task consisting of synchronising the arrival of two rectangles (‘Target A’ and ‘Target B’) to a target line. The velocity of Target A was chosen by the participants, among three possible ones, before each trial, without exceeding 30 trials per velocity. Target B had only one velocity and should be released by the participants, with a button press, when they judged it would reach the target line simultaneously with Target A. Contrary to what has been shown in studies with reaction time, postural control did not affect the performance of our temporal estimation task. Additionally, no effects on sensorimotor learning – inferred by immediate and delayed transfer tests – were found. Result suggests that postural control may not interfere with cognitive resources used to perform a simultaneous task, when this task does not demand fast processing, i.e. is not highly time constrained. Future studies should consider the physical activity level of participants, since the fact that all participants in the present study were physically active may have contributed to the observed results.

LO23: A brief educational session is effective for teaching emergency medicine residents resuscitative transesophageal echocardiography

Introduction: Resuscitative clinician-performed transesophageal echocardiography (TEE) is a relatively new ultrasound application that has the potential to guide the management of critically ill patients in the emergency department. The objective of this study was to determine the effectiveness of a brief training workshop for teaching a resuscitative TEE protocol to emergency medicine residents using a simulator. Methods: Emergency medicine residents with no prior TEE experience from a university-affiliated hospital were invited to participate in the study. Participants completed a questionnaire and baseline skill assessment using a high-fidelity simulator. The training session included a 20-minute lecture followed by 10 simulated repetitions of a 5-view TEE sequence with instructor feedback. Learning was evaluated by a skill assessment immediately after training and a transfer test 1-2 weeks after the training session. Ultrasound images and transducer motion metrics were captured by the simulator for blinded analysis. The primary outcome of this study was the percentage of successful views before and after training. Secondary outcomes included confidence level, image quality, percentage of correct diagnoses, and efficiency of movement. Assessment scores were compared using a two-tailed t-test. Results: 10 of 11 (91%) of invited residents agreed to participate in the study. Confidence level on a 10-point numeric rating scale (NRS) increased from a baseline of 1.0 (SD 0) to 7.0 (SD 1.9) after training (p&amp;lt;0.01). The mean duration between training and transfer test was 9.6 days (SD 1.9). The percentage of successful views increased from 44% at baseline to 100% after training, and 90% on the transfer test (p&amp;lt;0.01). The mean image quality on a 5-point scale was 2.2 (SD 1.0) at baseline, 3.8 (SD 0.7) after training (p&amp;lt;0.01), and 3.1 (SD 0.6) on the transfer test (p&amp;lt;0.01). The mean number of transducer accelerations were 524 (SD 202) at baseline, 219 (SD 54) after training (p&amp;lt;0.01), and 400 (SD 149) on the transfer test (p=0.13). Participants made the correct diagnosis in 70% of cases on the transfer test. Conclusion: After a brief training session using a simulator, emergency medicine residents were able to generate adequate TEE images on a delayed transfer test. Future studies are needed to determine effective strategies for maintaining motion efficiency and imaging quality.

Solicited versus Unsolicited Metacognitive Prompts for Fostering Mathematical Problem Solving Using Multimedia

The study examined how student control over metacognitive prompts in a multimedia environment affects students' ability to solve mathematical problems in immediate comprehension tasks using a multimedia program and a delayed-transfer test. It also examined the effect on metacognitive discourse, mental effort, and engagement with multimedia-based tasks. Participants were 90 8th-grade students, randomly assigned to three groups working in pairs: (a) “solicited prompts” group, with free access to multimedia-based metacognitive prompts; (b) “unsolicited prompts” group, consistently and regularly exposed to on-screen metacognitive prompts; and (c) a control group with no multimedia metacognitive prompts. Mixed method analysis showed that of the three groups the unsolicited prompts group had the highest effects in the immediate comprehension tasks ( d = 1.23; 1.92 respectively for the solicited prompts group and the control group) and the delayed-transfer problem solving test ( d = 0.55; 0.93, respectively). The level of this group's metacognitive discourse was higher, particularly in the planning phase. Group members displayed less cognitive load on the complex tasks and were more engaged in the multimedia activities. In contrast, the solicited prompts group felt they were under a heavier cognitive load than the other two groups. Finding implications and future directions for study are discussed.

Enhancing of Motor Learning through Self-Controlled Observational Learning and Feedback

The purpose of this study was to examine the effects of self-controlled observational learning and knowledge of performance (KP) feedback on motor performance and learning in adolescents. Thirty-two male adolescent participants were randomly assigned to self-controlled video modeling and KP feedback group or without self-controlled yoked group. Dependent variable was the score of the forehand backspin serve of table tennis. The experimental process consisted of four phases: homogeneousness test, 300 trials for acquisition phase, 10 minutes immediate retention and transfer test, and after 3 days delayed retention and transfer tests. The interaction of group × block was found statistical significance during acquisition phase. The interactions of group × test were not found statistical significance in immediate and delayed retention tests. However, the main effects of group and test were found statistical significance. The score of immediate retention test was higher than delayed retention test, and the score of self-controlled video modeling and KP feedback group was higher than without self-controlled yoked group. The interactions of group × test were not found statistical significance in immediate and delayed transfer tests. But the main effects of group and test were found statistical significance. The score of immediate transfer test was higher than delayed transfer test, and the score of self-controlled video modeling and KP feedback group was higher than without self-controlled yoked group. It was concluded that adolescents in self-controlled observational learning and KP feedback group were better than without self-controlled yoked group on motor performance and learning of forehand backspin serve of table tennis skill.

Transfer Effects of Manipulating Temporal Constraints on Learning a Two-Choice Reaction Time Task with Low Stimulus-Response Compatibility

Recent research using deliberate amplification of spatial errors to increase motor learning leads to the question of whether amplifying temporal errors may also facilitate learning. We investigated transfer effects caused by manipulating temporal constraints on learning a two-choice reaction time (CRT) task with varying degrees of stimulus-response compatibility. Thirty-four participants were randomly assigned to one of the three groups and completed 120 trials during acquisition. For every fourth trial, one group was instructed to decrease CRT by 50 msec. relative to the previous trial and a second group was instructed to increase CRT by 50 msec. The third group (the control) was told not to change their responses. After a 5-min. break, participants completed a 40-trial no-feedback transfer test. A 40-trial delayed transfer test was administered 24 hours later. During acquisition, the Decreased Reaction Time group responded faster than the two other groups, but this group also made more errors than the other two groups. In the 5-min. delayed test (immediate transfer), the Decreased Reaction Time group had faster reaction times than the other two groups, while for the 24-hr. delayed test (delayed transfer), both the Decreased Reaction Time group and Increased Reaction Time group had significantly faster reaction times than the control. For delayed transfer, both Decreased and Increased Reaction Time groups reacted significantly faster than the control group. Analyses of error scores in the transfer tests indicated revealed no significant group differences. Results were discussed with regard to the notion of practice variability and goal-setting benefits.

Efeitos dos intervalos de tempo de apresentação de conhecimento de resultados (CR) na aquisição de habilidades motoras

O aspecto temporal do Conhecimento de Resultados (CR) é composto por três intervalos: pré-CR, pós-CR e o intervalo intertentativas. Um problema sobre este tópico é que a manipulação de um intervalo implica na alteração dos outros, o que sugere uma análise conjunta desses intervalos. O presente estudo investigou os efeitos dos intervalos de tempo de apresentação de CR na aquisição de habilidades motoras. Foi utilizada uma tarefa de posicionamento manual, que consistia em transportar três bolas de tênis entre seis recipientes em ordem e tempo alvo pré-estipulados. O instrumento continha uma plataforma com seis recipientes e uma central de controle ligada ao microcomputador. O estudo teve a fase de aquisição, com 30 tentativas com a sequência (4-2/5-3/6-1) e tempo alvo (3000 ms) definidos pelo experimentador. Dez minutos após o término da fase de aquisição foi aplicado o teste de transferência imediata e, após 24 horas, o teste de transferência atrasada. Ambos os testes tiveram de 15 tentativas de prática, de uma nova sequência de movimento (6-1/5-3/4-2) e tempo alvo (4000 ms), sem fornecimento de CR. Noventa universitários foram divididos em nove grupos (n = 10): três grupos com quatro segundos, três grupos com oito segundos e três grupos com 16 segundos de intervalo intertentativas, todos com intervalos pré e pós-CR distintos. Os resultados mostraram que menores intervalos intertentativas tiveram melhor desempenho nos testes. Isto sugere que o tempo para processamento de informação não deve ser longo, o que aumentaria a demanda de atenção e a exigência de memória.

Efeitos do conhecimento de performance visual em uma frequência autocontrolada na aprendizagem de uma habilidade esportiva

The aim of this study was to investigate the effect of visual knowledge of performance (KP) in a self-controlled frequency in sport skill learning by children. Thirty volunteers aged between eleven and thirteen years-old were distributed in three groups: self-controlled, which received visual KP when asked; yoked, which received KP as self-controlled group, and control group, without visual KP. The experimental design had acquisition phase with two sessions of eighty trials, immediate transfer test, ten minutes after acquisition phase and delayed transfer test, 48 hours after immediate test, both with 10 trials. The measures were scored at a target and from movement pattern. Results did not confirm the effects of self-controlled frequency of visual KP.

Efeitos do conhecimento de performance visual em uma frequência autocontrolada na aprendizagem de uma habilidade esportiva - doi: 10.4025/reveducfis.v22i2.9952

The aim of this study was to investigate the effect of visual knowledge of performance (KP) in a self-controlled frequency in sport skill learning by children. Thirty volunteers aged between eleven and thirteen years-old were distributed in three groups: self-controlled, which received visual KP when asked; yoked, which received KP as self-controlled group, and control group, without visual KP. The experimental design had acquisition phase with two sessions of eighty trials, immediate transfer test, ten minutes after acquisition phase and delayed transfer test, 48 hours after immediate test, both with 10 trials. The measures were scored at a target and from movement pattern. Results did not confirm the effects of self-controlled frequency of visual KP.

Frequent external-focus feedback enhances motor learning.

The present study examined the hypothesis that feedback inducing an external focus of attention enhances motor learning if it is provided frequently (i.e., 100%) rather than less frequently. Children (10- to 12-year-olds) practiced a soccer throw-in task and were provided feedback about movement form. The feedback statements, provided either after every (100%) or every third (33%) practice trial, were similar in content but induced either an internal focus (body-movement related) or external focus (movement-effect related). The results demonstrated that learning of the movement form was enhanced by external-focus feedback after every trial (100%) relative to external-focus feedback after every third trial (33%) or internal-focus feedback (100%, 33%), as demonstrated by immediate and delayed transfer tests without feedback. There was no difference between the two internal-focus feedback groups. These findings indicate that the attentional focus induced by feedback is an important factor in determining the effectiveness of different feedback frequencies. We argue that the informational properties of feedback cannot sufficiently account for these and related findings, and suggest that the attentional role of feedback be given greater consideration in future studies.

A testing effect with multimedia learning.

A testing effect occurs when a learner performs better on a retention test after studying the material and taking a practice-retention test than after studying the material twice. In the present study, 282 participants watched a narrated animation about lightning formation and then watched the presentation again (restudy), took a practice-retention test (practice-retention), or took a practice-transfer test (practice-transfer). First, the testing effect was replicated with multimedia material, such that the practice-retention group outperformed the restudy group on a delayed retention test. Second, a testing effect was found for taking a practice-transfer test, such that the practice-transfer group outperformed the restudy group on a delayed transfer test. Third, the results supported a transfer-appropriate processing explanation of the testing effect, in which the practice-retention group outperformed the practice-transfer group on delayed retention but the opposite pattern was obtained on delayed transfer.

Contribution of Meta‐strategic Knowledge to Scientific Inquiry Learning

The aim of the present study is to explore the effects of Meta‐strategic Knowledge (MSK) on scientific inquiry learning. MSK is a subcomponent of metacognition defined as general, explicit knowledge about thinking strategies. Following earlier studies that showed considerable effects of explicit instruction of MSK regarding the strategy of variables control, the present study explores whether similar effects are found in two additional scientific thinking strategies: Define Research Questions and Formulate Research Hypotheses. Participants were 119 eighth‐grade students from six classes of a heterogeneous school. Equal numbers of low‐achieving and high‐achieving students were randomly assigned into experimental and control groups. The findings showed dramatic developments in students’ performance following instruction. The effect of the treatment was preserved in a delayed transfer test. Our findings show that explicit teaching of MSK had a stronger effect for low‐achieving students than for high‐achieving students. The implications of the findings for teaching and learning in the context of scientific inquiry are discussed.

Explicit teaching of meta-strategic knowledge in authentic classroom situations

Meta-strategic Knowledge (MSK) is a sub-component of metacognition that is defined in the present study as general, explicit knowledge about thinking strategies. In the present study we shall focus on the control of variables thinking strategy. Following an earlier study (Zohar & Peled 2007) that showed considerable effects of explicit instruction of MSK in laboratory setting, this study explores whether these effects are preserved in authentic classroom situations. Participants were 119 8th grade students from 6 classes of a heterogeneous school. Equal numbers of low-achieving and high-achieving students were randomly assigned into experimental and control groups. The findings showed dramatic developments in students’ strategic and meta-strategic thinking following instruction. The effect of the treatment was preserved in delayed transfer tests. Our findings show that explicit teaching of MSK had a strong effect on low achieving students. The implications of the findings for learning and instruction are discussed.

Self-Controlled Feedback Is Effective if It Is Based on the Learner's Performance

The study follows up on the contention that self-controlled feedback schedules benefit learning, because they are more tailored to the performers' needs than externally controlled feedback schedules (Chiviacowsky & Wulf, 2002). Under this assumption, one would expect learning advantages for individuals who decide whether they want to receive feedback after a trial rather than before a trial. Participants practiced a sequential timing task, and all could decide the trials on which they received feedback. One group (“self-after”) decided after every trial whether they wanted to receive feedback for that trial, while another group (“self-before”) made that decision before each trial. The self-after group showed learning benefits on a delayed transfer test (novel absolute timing requirements) with regard to overall timing and relative-timing accuracy. Thus, self-controlled feedback was more effective when the learner could make a decision about receiving feedback after the trial. This seems to support the view that self-controlled feedback benefits learning, because learners can make a decision about feedback based on their performance on a given trial.

Immediate and Delayed Bilateral Transfer of Throwing Accuracy in Male and Female Children

In the present study, an attempt was made to examine the nature and persistence of bilateral transfer of a throwing skill for a large sample of male and female children. One hundred sixty children ages 6, 8, 10, and 12 years were randomly assigned to either an experimental or control group with an equal number of boys and girls in each group. The experiment lasted 2 days and consisted of a pretest, a practice phase, an immediate transfer test, and a delayed transfer test. On the pretest, each participant performed 10 trials of a novel one-hand throwing task. Following the pretest, participants in the experimental group practiced the skill with the hand opposite the one used during the pretest until they had successfully reached a designated criterion for their age. Participants in the control group performed a balancing activity. Following the practice phase, all participants performed immediate (10 min later) and delayed (24 hr later) transfer tests under the same conditions as the pretest. The results revealed no group differences on the pretest but significantly higher throwing accuracy for the experimental group than the control group on both transfer tests. In addition, boys' throwing accuracy was significantly superior to the girls. It was concluded that bilateral transfer of throwing accuracy can be both a temporary and relatively persistent phenomenon for children and the superior throwing accuracy for boys is consistent with similar gender differences in throwing distance and throwing velocity (Thomas & French, 1985).

Self-Controlled Feedback Is Effective if It Is Based on the Learner's Performance

The study follows up on the contention that self-controlled feedback schedules benefit learning, because they are more tailored to the performers' needs than externally controlled feedback schedules (Chiviacowsky & Wulf, 2002). Under this assumption, one would expect learning advantages for individuals who decide whether they want to receive feedback after a trial rather than before a trial. Participants practiced a sequential timing task, and all could decide the trials on which they received feedback. One group (“self-after”) decided after every trial whether they wanted to receive feedback for that trial, while another group (“self-before”) made that decision before each trial. The self-after group showed learning benefits on a delayed transfer test (novel absolute timing requirements) with regard to overall timing and relative-timing accuracy. Thus, self-controlled feedback was more effective when the learner could make a decision about receiving feedback after the trial. This seems to support the view that self-controlled feedback benefits learning, because learners can make a decision about feedback based on their performance on a given trial.

Self-Controlled Feedback: Does it Enhance Learning Because Performers Get Feedback When They Need It?

This paper examines whether self-controlled feedback schedules enhance learning, because they are more tailored to the performers' needs than externally controlled feedback schedules. Participants practiced a sequential timing task. One group of learners (self-control) was provided with feedback whenever they requested it, whereas another group (yoked) had no influence on the feedback schedule. The self-control group showed learning benefits on a delayed transfer test. Questionnaire results revealed that self-control learners asked for feedback primarily after good trials andyoked learners preferred to receive feedback after good trials. Analyses demonstrated that errors were lower on feedback than no-feedback trials for the self-control group but not for the yoked group. Thus, self-control participants appeared to use a strategy for requesting feedback. This might explain learning advantages of self-controlled practice.

The Effect of Inference Training on Children's Comprehension of Expository Text

Three procedures were used to help sixth-grade children increase inferential reading comprehension with expository text: a structured overview to activate background knowledge, the cloze procedure to develop an inferential thinking strategy, and a self-monitoring checklist to train the subjects to use the strategy independently. There were two treatment groups. One used the cloze procedure to integrate text and background knowledge and the checklist to maintain the strategy; the other used both the structured overview and the cloze procedure with the checklist. A control group read the same materials as the other two groups, but was not trained in any strategy. Posttests periodically measured the students' progress and ability to infer. Transfer and delayed transfer tests measured the application of inferential skills to untaught materials immediately after instruction and six weeks thereafter without further instruction. Results indicated that students in both treatment groups increased their inferential comprehension skills as measured by both the immediate and delayed transfer tests. Results also indicated that below average readers benefitted most from the instruction.