Motor Skill Overlearning Effects on Retention and Relearning by Retarded Boys

Abstract

The stabilometer was used to study the effects that 50%, 100%, and 150% overlearning had on retention and relearning by 100 mentally retarded boys after eight weeks of no practice. All subjects practiced to a learning criterion at which point the learning group stopped. The overlearning groups continued practicing until they attained their designated overlearning levels. Twenty subjects were retested for habit strength 24 hr after reaching criterion. Subjects were retested for retention and relearning after eight weeks of no practice. Analysis showed a relationship between overlearning and retention and relearning of a gross-motor skill, and supported the contention that overlearning is important in retention and relearning by mentally retarded boys.