Testing during Training: Why does it Enhance Movement Retention
Abstract
Linear movement retention was examined for training methods emphasizing (repeating) either presentation (p) or test (t) trials. P-trials were experimenter-defined study movements constrained by a mechanical stop; t- trials were learner-defined recall movements unconstrained by the stop. Separate groups of governmental employees received training consisting of three, 6-trial cycles. Cycles began with a p-trial that defined the criterion movement to be remembered. The five remaining trials of each cycle varied in type across groups. One group, for example, performed successive t-trials, whereas another performed successive p-trials yoked in value to the first group's t-trials. Retention was then examined at 3 minutes and 24 hours after training. Absolute (unsigned) error revealed that t-trials were more effective than yoked p-trials in promoting movement retention. The data were consistent with the hypothesis that retention benefits obtained from testing during training result from better initial learning (encoding) of kinesthetic cues generated under a learner- defined than under an experiment-defined movement execution mode. It was concluded that testing cannot only be used to evaluate but also to improve motor skill retention.
Document Details
- Document Type
- Technical Report
- Publication Date
- Jan 01, 1981
- Accession Number
- ADP001326
Entities
People
- Joseph D. Hagman
Organizations
- U.S. Army Research Institute for the Behavioral and Social Sciences