Challenge Point: A Framework for Conceptualizing the Effects of Various Practice Conditions in Motor Learning

References

• Adams, J. A. (1964). Motor skills. Annual Review of Psychology, 15, 181-202.
   Google Scholar
• Adams, J. A. (1971). A closed-loop theory of motor learning. Journal of Motor Behavior, 3, 111-150.
   Google Scholar
• Adams, J. A. (1987). A historical review and appraisal of research on the learning, retention, and transfer of human motor skills. Psychological Bulletin, 101, 41-74.
   Google Scholar
• Bjork, R. A. (1998). Assessing our own competence: Heuristics and illusions. In D. Gopher & A. Koriat (Eds.), Attention and performance XVII. Cognitive regulation of performance: Interaction of theory and application (pp. 435-459). Cambridge, MA: MIT Press.
   Google Scholar
• Brady, F. (1998). A theoretical and empirical review of the contextual interference effect and the learning of motor skills. Quest, 50, 266-293.
   Google Scholar
• Crick, F., & Koch, C. (2003). A framework for consciousness. Nature Neuroscience, 6, 119-126.
   Google Scholar
• Crossman, E. R. F. W. (1959). A theory of the acquisition of speed skill. Ergonomics, 2, 153-166.
   Google Scholar
• Del Rey, P., Wughalter, E. H., & Whitehurst, M. (1982). The effects of contextual interference on females with varied experience in open sport skills. Research Quarterly for Exercise and Sport, 53, 108-115.
   Google Scholar
• Ericsson, K. A. (Ed.). (1996). The road to excellence: The acquisition of expert performance in the arts and sciences, sports, and games. Mahwah, NJ: Erlbaum.
   Google Scholar
• Fitts, P. M. (1954). The information capacity of the human motor system in controlling the amplitude of movement. Journal of Experimental Psychology, 47, 381-391.
   Google Scholar
• Fitts, P. M. (1964). Perceptual-motor skills learning. In A. W. Melton (Ed.), Categories of human learning (pp. 243-285). New York: Academic Press.
   Google Scholar
• Fitts, P. M., & Posner, M. I. (1967). Human performance. Belmont, CA: Brooks/Cole.
   Google Scholar
• Fleishman, E. A., & Quaintance, M. K. (Eds.) (1984). Taxonomies of human performance: The description of human tasks. Orlando, FL: Academic Press.
   Google Scholar
• Gentile, A. M. (1998). Implicit and explicit processes during acquisition of functional skills. Scandanavian Journal of Occupational Therapy, 5, 7-16.
   Google Scholar
• Guadagnoli, M. A., Dornier, L. A., & Tandy, R. (1996). Optimal summary knowledge of results: The influence of task related experience and complexity. Research Quarterly for Exercise and Sport, 67, 239-248.
   Google Scholar
• Guadagnoli, M. A., Holcomb, W. R., & Weber, T. (1999). The relationship between contextual interference effects and performer expertise on the learning of a putting task. Journal of Human Movement Studies, 37, 19-36.
   Google Scholar
• Guthrie, E. R. (1952). The psychology of learning. New York: Harper & Row.
   Google Scholar
• Henry, F. M., & Rogers, D. E. (1960). Increased response latency for complicated movements and a "memory drum" theory of neuromotor reaction. Research Quarterly, 31, 448-458.
   Google Scholar
• Kay, H. (1962). Channel capacity and skilled performance. In F. A. Geldard (Ed.), Defense psychology. New York: Macmillan.
   Google Scholar
• Kay, H. (1970). Analyzing motor performance. In K. Connolly (Ed.), Mechanisms of motor skill development. New York: Academic Press.
   Google Scholar
• Lavery, J. J. (1962). Retention of simple motor skills as a function of type of knowledge of results. Canadian Journal of Psychology, 16, 300-311.
   Google Scholar
• Lee, T. D., & Carnahan, H. (1990). When to provide knowledge of results during motor learning: Scheduling effects. Human Performance, 3, 87-105.
   Google Scholar
• Lee, T. D., Wishart, L. R., Cunningham, S., & Carnahan, H. (1997). Modeled timing information during random practice eliminates the contextual interference effect. Research Quarterly for Exercise and Sport, 68, 100-105.
   Google Scholar
• Legge, D., & Barber, P. J. (1976). Information and skill. London: Methuen.
   Google Scholar
• Lintern, G., & Gopher, D. (1978). Adaptive training of perceptual motor skills: Issues, results and future directions. International Journal of Man-Machine Studies, 10, 521-551.
   Google Scholar
• Magill, R. A. (2001). Motor learning: Concepts and applications (6th ed.). Madison, WI: Brown & Benchmark.
   Google Scholar
• Magill, R. A., & Hall, K. G. (1990). A review of the contextual interference effect in motor skill acquisition. Human Movement Science, 9, 241-289.
   Google Scholar
• Mané, A. M., Adams, J. A., & Donchin, E. (1989). Adaptive and part-whole training in the acquisition of a complex perceptualmotor skill. Acta Psychologica, 71, 179-196.
   Google Scholar
• Marteniuk, R. G. (1976). Information processing in motor skills. New York: Holt, Rinehart, and Winston.
   Google Scholar
• Miller, G. A. (1956). The magic number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63, 81-97.
   Google Scholar
• Miller, G. A., Galanter, E., & Pribram, K. H. (1960). Plans and the structure of behavior. New York: Holt, Rinehart and Winston.
   Google Scholar
• Newell, A., & Rosenbloom, P. S. (1981). Mechanisms of skill acquisition and the law of practice. In J. R. Anderson (Ed.), Cognitive skills and their acquisition (pp. 1-55). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Newell, K. M. (1981). Skill learning. In D. H. Holding (Ed.), Human skills. New York: Wiley.
   Google Scholar
• Newell, K. M., McDonald, P. V., & Kugler, P. N. (1991). The perceptual-motor workspace and the acquisition of skill. In J. Requin & G. E. Stelmach (Eds.), Tutorials in motor neuroscience (pp. 95-108). Dordrecht, The Netherlands: Kluwer.
   Google Scholar
• Richardson, J. R. (1997). Modeled timing information and the learning of a relative timing task. Unpublished raw data.
   Google Scholar
• Schmidt, R. A., Lange C., & Young, D. E. (1990). Optimizing summary knowledge of results for skill learning. Human Movement Science, 9, 325-348.
   Google Scholar
• Schmidt, R. A., & Lee, T. D. (1999). Motor control and learning: A behavioral emphasis (3rd ed.). Champaign, IL: Human Kinetics.
   Google Scholar
• Schmidt, R. A., & White, J. L. (1972). Evidence for an error detection mechanism in motor skills: A test of Adams' closed-loop theory. Journal of Motor Behavior, 4, 143-153.
   Google Scholar
• Shea, J. B., & Morgan, R. L. (1979). Contextual interference effects on the acquisition, retention, and transfer of motor skill. Journal of Experimental Psychology: Human Learning and Memory, 5, 179-187.
   Google Scholar
• Simon, D. A., & Bjork, R. A. (2001). Metacognition in motor learning. Journal of Experimental Psychology: Learning, Memory and Cognition, 27, 907-912.
   Google Scholar
• Swanson, L. R., & Lee, T. D. (1992). Effects of aging and schedules of knowledge of results on motor learning. Journal of Gerontology: Psychological Sciences, 47, P406-P411.
   Google Scholar
• Swinnen, S. P. (1996). Information feedback for motor skill learning: A review. In H. N. Zelaznik (Ed.), Advances in motor learning and control (pp. 37-66). Champaign, IL: Human Kinetics.
   Google Scholar
• Swinnen, S. P., Walter, C. B., Serrien, D. J., & Vandendriessche, C. (1992). The effect of movement speed on upper-limb coupling strength. Human Movement Science, 11, 615-636.
   Google Scholar
• Walter, C. B., & Swinnen, S. P. (1992). Adaptive tuning of interlimb attraction to facilitate bimanual coupling. Journal of Motor Behavior, 24, 95-104.
   Google Scholar
• Welford, A. T. (1968). Fundamentals of skill. London: Methuen.
   Google Scholar
• Wolpert, D. M., Ghahramani, Z., & Flanagan, J. R. (2001). Perspectives and problems in motor learning. Trends in Cognitive Sciences, 5, 487-494.
   Google Scholar
• Wolpert, D. M., & Kawato, M. (1998). Multiple paired forward and inverse models for motor control. Neural Networks, 11, 1317-1329.
   Google Scholar
• Woodworth, R. S. (1899). The accuracy of voluntary movement. Psychological Review Monographs, 3(Whole No. 13).
   Google Scholar
• Wulf, G., Hörger, M., & Shea, C. H. (1999). Benefits of blocked over serial feedback on complex motor skill learning. Journal of Motor Behavior, 31, 95-103.
   Google Scholar
• Wulf, G., & Shea, C. H. (2002). Principles derived from the study of simple skills do not generalize to complex skill learning. Psychonomics Bulletin, 9, 185-211.
   Google Scholar
• Schmidt, R. A., Young, D. E., Swinnen, S., & Shapiro, D. C. (1989). Summary knowledge of results for skill acquisition: Support for the guidance hypothesis. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 352-359.
   Google Scholar
• Shannon, C. E., & Weaver, W. (1949). The mathematical theory of communication. Urbana: University of Illinois Press.
   Google Scholar
• Shea, C. H., Kohl, R., & Indermill, C. (1990). Contextual interference: Contributions of practice. Acta Psychologica, 73, 145-157.
   Google Scholar
• Salmoni, A. W., Schmidt, R. A., & Walter, C. B. (1984). Knowledge of results and motor learning: A review and critical reappraisal. Psychological Bulletin, 95, 355-386.
   Google Scholar
• Schmidt, R. A. (1991). Frequent augmented feedback can degrade learning: Evidence and interpretations. In J. Requin & G. E. Stelmach (Eds.), Tutorials in motor neuroscience (pp. 59-75). Dordrecht, The Netherlands: Kluwer.
   Google Scholar
• Schmidt, R. A., & Bjork, R. A. (1992). New conceptualization of practice: Common principles in three research paradigms suggest important new concepts for practice. Psychological Science, 3, 207-217.
   Google Scholar
• Annett, J. (1969). Feedback and human behavior. Middlesex, England: Penguin.
   Google Scholar
• Battig, W. F. (1966). Facilitation and interference. In E. A. Bilodeau (Ed.), Acquisition of skill. New York: Academic Press.
   Google Scholar
• Albaret, J.-M., & Thon, B. (1998). Differential effects of task complexity on contextual interference in a drawing task. Acta Psychologica, 100, 9-24.
   Google Scholar
• Al-Ameer, H., & Toole, T. (1993). Combinations of blocked and random practice orders: Benefits to acquisition and retention. Journal of Human Movement Studies, 25, 177-191.
   Google Scholar