Effects of Practice Distribution on Learning a Fine Motor Task

Practice distribution in procedural skills training

“…Some authors have a d v a n c e d the theory that distributed practice gives the subject a longer period o f time in a learning e n v i r o n m e n t and allows "mental practice" (referred to as "reminiscence" in the psychology literature), which is not available to the subject on massed practice [2]. Others have argued that the breaks in practice allow better processing o f the cognitive aspects o f a given task and therefore improved learning, perhaps by allowing reactive impedance to dissipate [19]. N o experimental design has been devised to address this question.…”

Goal orientation and practice condition as predictors of training results

“…However, it is not unprecedented. In fact, the record on practice condition has shown mixed results over the years (for example, Adams, 1987;Whitley, 1971). One factor seems to be whether the training is in motor skills or is cognitive in nature.…”

Constraint-induced Therapy and the Motor Learning Literature That Underpins Its Application

“…30 This conclusion, nonetheless, remains controversial with one study failing to highlight any difference in learning between massed and distributed protocols in a foot-tracking task. 31 Despite using only male subjects and a non-functional activity, this research suggests that if massed practice is as effective, its application would reduce treatment times by up to 50% due to the shorter rest periods. 31 These findings are mirrored in a study plotting the acquisition of three gym skills, albeit in a young male student cohort, all of whom had prior gymnastic experience.…”

“…31 Despite using only male subjects and a non-functional activity, this research suggests that if massed practice is as effective, its application would reduce treatment times by up to 50% due to the shorter rest periods. 31 These findings are mirrored in a study plotting the acquisition of three gym skills, albeit in a young male student cohort, all of whom had prior gymnastic experience. 32,33 These conclusions are strengthened further in a sample of adolescents with mental impairment learning both a gross (i.e.…”