Performance-Based Adaptive Schedules Enhance Motor Learning

References

• Albaret, J. M., & Thon, B. (1998). Differential effects of task complexity on contextual interference in a drawing task. Acta Psychologica (Amsterdam), 100(1-2), 9-24.
   Google Scholar
• Ayres, A. J. (1972). Sensory integration and learning disorders. Los Angeles, CA: Western Psychological Services.
   Google Scholar
• Bernstein, N. (1967). The coordination and regulation of movements. New York: Pergamon Press.
   Google Scholar
• Boyce, B. A., & Del Rey, P. (1990). Designing applied research in a naturalistic setting using a contextual interference paradigm. Journal of Human Movement Studies, 18, 189-200.
   Google Scholar
• Brydges, R., Carnahan, H., Backstein, D., & Dubrowski, A. (2007). Application of motor learning principles to complex surgical tasks: Searching for the optimal practice schedule. Journal of Motor Behavior, 39, 40-48.
   Google Scholar
• Cahill, L., McGaugh, J. L., & Weinberger, N. M. (2001). The neurobiology of learning and memory: Some reminders to remember. Trends in Neuroscience, 24, 578-581.
   Google Scholar
• Carlson, R. A., Sullivan, M. A., & Schneider, W. (1989). Practice and working memory effects in building procedural skill. Journal of Experimental Psychology, Learning, Memory, and Cognition, 15, 517-526.
   Google Scholar
• Carlson, R. A., & Yaure, R. G. (1990). Practice schedules and the use of component skills in problem solving. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 484-496.
   Google Scholar
• Csikszentmihalyi, M. (1979). Intrinsic rewards and emergent motivation. In M. Lepper & D. Green (Eds.), The hidden costs of reward: New perspectives on the psychology of human motivation. New York: Erlbaum.
   Google Scholar
• Deci, E., & Ryan, R. M. (1985). Intrinsic motivation and selfdetermination in human behavior. New York: Plenum Press.
   Google Scholar
• Goode, S., & Magill, R. (1986). Contextual interference effects in learning three badminton serves. Research Quarterly for Exercise and Sport, 53, 308-314.
   Google Scholar
• Guadagnoli, M. A., & Lee, T. D. (2004). Challenge point: A framework for conceptualizing the effects of various practice conditions in motor learning. Journal of Motor Behavior, 36, 212-224.
   Google Scholar
• Hebb, D. O. (1955). Drives and the CNS. Psychological Review, 62, 243-254.
   Google Scholar
• Ivanchenko, V., & Jacobs, R. A. (2003). A developmental approach aids motor learning. Neural Computation, 15, 2051-2065.
   Google Scholar
• Kleim, J. A., Barbay, S., Cooper, N. R., Hogg, T. M., Reidel, C. N., Remple, M. S., et al. (2002). Motor learning-dependent synaptogenesis is localized to functionally reorganized motor cortex. Neurobiology of Learning and Memory, 77, 63-77.
   Google Scholar
• Lee, T. D., Magill, R. A., & Weeks, D. J. (1985). Influence of practice schedule on testing schema theory predictions in adults. Journal of Motor Behavior, 17, 283-299.
   Google Scholar
• Liu, Y. T., Mayer-Kress, G., & Newell, K. M. (2003). Beyond curve fitting: A dynamical systems account of exponential learning in a discrete timing task. Journal of Motor Behavior, 35, 197-207.
   Google Scholar
• MacKay, D. J. C. (1992). Information-based objective function for active data selection. Neural Computation, 4, 590-604.
   Google Scholar
• Nelson, T. O., & Leonesio, R. J. (1988). Allocation of self-paced study time and the "labor-in-vain effect." Journal of Experimental Psychology: Learning, Memory, and Cognition, 14, 676-686.
   Google Scholar
• Nudo, R. J., Wise, B. M., SiFuentes, F., & Milliken, G. W. (1996, June 21). Neural substrates for the effects of rehabilitative training on motor recovery after ischemic infarct. Science, 272, 1791-1794.
   Google Scholar
• Osu, R., Hirai, S., Yoshioka, T., & Kawato, M. (2004). Random presentation enables subjects to adapt to two opposing forces on the hand. Nature Neuroscience, 7, 111-112.
   Google Scholar
• Plautz, E., Milliken, G. W., & Nudo, R. J. (2000). Effects of repetitive motor training on movement representations in adult squirrel monkeys: Role of use versus learning. Neurobiology of Learning and Memory, 74, 27-55.
   Google Scholar
• Pollatou, E., Kioumourtzoglou, E., Agelousis, N., & Mavromatis, G. (1997). Contextual interference effects in learning novel motor skills. Perceptual and Motor Skills, 84, 487-496.
   Google Scholar
• Sanger, T. D. (1994). Neural network learning control of robot manipulators using gradually increasing task difficulty. IEEE Transactions on Robotics and Automation, 10, 323-333.
   Google Scholar
• Sanger, T. D. (2004). Failure of motor learning for large initial errors. Neural Computation, 16, 1873-1886.
   Google Scholar
• Schmidt, R. A. (1975). A schema theory of discrete motor skill learning. Psychological Review, 82, 225-260.
   Google Scholar
• Schmidt, R. A., & Lee, T. D. (1999). Motor control and learning: A behavioral emphasis. Champaign, IL: Human Kinetics.
   Google Scholar
• Shapiro, D. C., & Schmidt, R. A. (1982). The schema theory: Recent evidence and developmental implications. In J. A. S. Keslo & J. E. Clark (Eds.), The development of movement control and co-ordination (pp. 113-150). New York: Wiley.
   Google Scholar
• Shea, J. B., & Morgan, R. (1979). Contextual interference effects on the acquisition, retention, and transfer of motor skills. Journal of Experimental Psychology: Human Learning and Memory, 3, 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
• Simon, D. A., Cullen, J. D., & Lee, T. D. (2002). Win-shift/losestay: Contingent switching as an alternative to random practice? Journal of Sport and Exercise Psychology, 24, S116.
   Google Scholar
• Thrun, S. (2000, March 3). Probabilistic algorithms in robotics. AI Magazine, 21(4), 93-109.
   Google Scholar
• Titzer, R., Shea, J. B., & Romack, J. (1993). The effect of learner control on the acquisition and retention of a motor task. Journal of Sport and Exercise Psychology, 13, S84.
   Google Scholar
• Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
   Google Scholar
• Welch, G., & Bishop, G. (2004). An introduction to the Kalman filter (Tech. Rep. No. TR 95-041). Chapel Hill: University of North Carolina, Department of Computer Science.
   Google Scholar
• White, R. H. (1959). Motivation reconsidered: The concept of competence. Psychological Reviews, 66, 297-333.
   Google Scholar
• Winstein, C. J. (1991). Knowledge of results and motor learning: Implications for physical therapy. Physical Therapy, 71, 140-149.
   Google Scholar
• Wu, W. F., Magill, R. A., & Foto, J. G. (2005). Allowing learners to choose: Self-regulated practice schedules for learning multiple movement patterns. Journal of Sport & Exercise Psychology, 27, S161.
   Google Scholar
• Zhang, B. T. (1994). Accelerated learning by active example selection. International Journal of Neural Systems, 5, 67-75.
   Google Scholar