Further tests of the activity-set hypothesis for warm-up decrement.

Schmidt, Richard A.; Nacson, Jacques

doi:10.1037/h0031334

Cited by 13 publications

(7 citation statements)

References 21 publications

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“…In conclusion, the results of the present series of experiments seem to indicate that warming Ss up prior to or during initial trials on a criterion task will not facilitate learnilig of the task. Such findings are opposite those of earlier studies which used already-learned criterion tasks and reported temporary reductions in post-rest decrement (i.e., WU) when warming-up activities were practiced at the end of interpolated rest intervals (Nacson and Schmidt 1971;Schmidt and Nacson 1971;Schmidt and Wrisberg 197 1). Thus, it appears that while warming-up properties are a factor in well-learned tasks, they are without effect in the acquisition of motor skills.…”

Section: Discussioncontrasting

confidence: 95%

“…Since activity-set reinstatement has been found to be negated when as many as 40 set are interpolated between the warming-up activity and practice on the criterion task (Schmidt and Nacson 1971), only Condition AS which received left-hand practice immediately prior to initial right-hand trials was expected to profit from the warming-up activity.…”

Section: Methodsmentioning

confidence: 99%

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Warm-up effects in the learning of discrete motor skills

1975

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Three experiments were conducted to determine the influence of warming-up activities on performance and on learning in two discrete motor tasks. During initial trials on the criterion task, Ss were given various types of warming-up activities having an activity-set that was either the same as or different from the criterion task. Test trials followed in which all groups practiced the criterion task only. No significant differences in performance on the criterion task were found regardless of the appropriateness of the warming-up activity during initial trials. The results suggested that warming-up properties are not a factor in original learning of discrete motor skills.

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Section: Discussioncontrasting

confidence: 95%

Section: Methodsmentioning

confidence: 99%

Warm-up effects in the learning of discrete motor skills

1975

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“…The specific (Adams, 1961) and general (Nacson & Schmidt, 1971;Schmidt & Nacson, 1971) accounts for warm-up decrement challenge the traditional memory based processes of performance reduction at the beginning of a practice session through forgetting (Anderson et al, 1999;A. Newell & Rosenbloom, 1981).…”

Section: Discussionmentioning

confidence: 96%

Task Difficulty and the Time Scales of Warm-Up and Motor Learning

Joseph

King

Newell

2013

Journal of Motor Behavior

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The authors investigated the influence of task difficulty on warm-up decrement and learning across practice sessions. Three groups of participants practiced a star-tracing task over 3 consecutive days with different levels (e.g., easy, medium, hard) of task difficulty. The performance data were modeled with a 2 time scale function that represented the transient, fast time scale process of warm-up decrement superimposed with the persistent, slow time scale process of learning. Movement time decreased as a function of practice with the most difficult condition exhibiting the greatest reduction though still the longest movement time. The 2 time scale model provided a better fit to the data than an exponential or power law function and showed that the 3 difficulty conditions exhibited similar rates of change for the respective slow (i.e., learning) and fast (i.e., warm-up decrement) time scale processes that varied by an order of magnitude. Task difficulty was inversely related to the initial level of warm-up decrement but not the rate of performance recovery early in a practice session. The findings support the postulation that there is a persistent learned component to the initial conditions in subsequent practice sessions but that there is a common time scale of accommodating the transient process of warm-up decrement.

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“…477–478), i.e., the loss of some sort of calibration necessary to solve the task. Several studies have shown that an overcoming of the WUD seems to require a warm-up preparation that falls into the same movement class as the criterion task, i.e., that shares the same calibration characteristics with the criterion task (Nacson and Schmidt, 1971; Schmidt and Nacson, 1971; Wrisberg and Anshel, 1993). The initiation intervention did not help the healthy participants to overcome timing deficits at the beginning of a new practice session.…”

Section: Discussionmentioning

confidence: 99%

The Influence of Movement Initiation Deficits on the Quantification of Retention in Parkinson’s Disease

Pendt¹,

Maurer²,

Müller³

2012

Front. Hum. Neurosci.

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In patients with an impaired motor system, like Parkinson’s disease (PD), deficits in motor learning are expected and results of various studies seem to confirm these expectations. However, most studies in this regard are behaviorally based and quantify learning by performance changes between at least two points in time, e.g., baseline and retention. But, performance in a retention test is also dependent on other factors than learning. Especially in patients, the functional capacity of the control system might be altered unspecific to a certain task and learning episode. The aim of the study is to test whether characteristic temporal deficits exist in PD patients that affect retention performance. We tested the confounding effects of typical PD motor control deficits, here movement initiation deficits, on retention performance in the motor learning process. 12 PD patients and 16 healthy control participants practiced a virtual throwing task over 3 days with 24 h rest between sessions. Retention was tested comparing performance before rest with performance after rest. Movement initiation deficits were quantified by the timing of throwing release that should be affected by impairments in movement initiation. To scrutinize the influence of the initiation deficits on retention performance we gave participants a specific initiation intervention prior to practice on one of the three practice days. We found that only for the PD patients, post-rest performance as well as release timing was better with intervention as compared to without intervention. Their performance could be enhanced through a tuning of release initiation. Thus, we suggest that in PD patients, performance decline after rest that might be easily interpreted as learning deficits could rather result from disease-related deficiencies in motor control.

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Further tests of the activity-set hypothesis for warm-up decrement.

Cited by 13 publications

References 21 publications

Warm-up effects in the learning of discrete motor skills

Warm-up effects in the learning of discrete motor skills

Task Difficulty and the Time Scales of Warm-Up and Motor Learning

The Influence of Movement Initiation Deficits on the Quantification of Retention in Parkinson’s Disease

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