Part-Task Training of Tracking in Manual Control.

Time-related behaviour in multitasking situations

“…In the training tasks, the objective was to achieve a process output between 79 and 81 as fast as possible given a starting value of 50. Each participant received four different training conditions and followed the fractionization concept in part-task training (Wightman andLintern, 1985 andcited in Wickens andHollands, 2000). That is the first two training conditions had only one process so that the participant understood how to use the software and focused on learning first-order and second-order processes individually, while the last two training conditions had two processes.…”

Practice and Play in the Development of Sport Expertise

“…Much of the experimental work on the relationship between practice conditions, learning, and performance has been conducted using laboratory tasks in which the changes in performance are recorded over a rel- CHAPTER 8 Practice and Play in the Development of Sport Expertise atively small number of trials and untrained individuals (novices) are used as participants. Such approaches have proven useful in addressing such issues as variability of practice (e.g., C. H. Shea & Kohl, 1991), distribution of practice (e.g., Stelmach, 1969), segmentation and fractionation of practice (e.g., Wightman & Lintern, 1985), and transfer and contextual interference (e.g., Lee & Magill, 1983;J. B. Shea & Morgan, 1979) for the learning of new skills (see Lee, Chamberlin, & Hodges, 2001, for a comprehensive review) and have also helped to determine the nature of the relationship between the quantum of practice and performance.…”

Limits on movement integration in children: The concatenation of trained subsequences into composite sequences as a specific experience-triggered skill

“…This notion is in line with the Cohen and Sekular (2010) study that showed, in adults, that learning a movement sequence in chunked practice impaired skilled performance following training, i.e., resulted in inferior performance in terms of speed and accuracy compared to practice on the composite sequence as a whole. The results suggest some caution in assuming that a composite task can be directly acquired by training on parts (Anderson, 1968;Cunningham, 1971;Fontana et al, 2009;McGeoch & Irion, 1952;Stahl & Miller, 1989;Wrightman & Lintern, 1985). The limits on the ability to integrate short into long sequences may be even more taxing in children before puberty, compared to younger adults (Ruitenberg et al, 2013).…”

“…organized movement sequences (Anderson, 1968;Cunningham, 1971;Fontana, Mazzardo, Furtado, & Gallagher, 2009;McGeoch & Irion, 1952;Stahl & Miller, 1989;Wrightman & Lintern, 1985). Notions such as complexity theory suggest that the learning of complex tasks may not necessarily benefit from experience with sub-elements of the task, and that exposure to a complex but highly organized experience may be superior as a learning experience compared to serial piecemeal experience with subsequences and parts, in generating skill (Cohen & Sekular, 2010;Ebbinghaus, 1913;Goodman, 1986;Hansen, Tremblay, & Elliott, 2005;Naylor & Briggs, 1963;Schmidt & Wrisberg, 2008).…”