“…In addition, more recent studies have also demonstrated benefits of training variability in contexts such as organisational learning (Schilling, Vidal, Ployhart, & Marangoni, 2003) and cognitive skills (Yechiam, Erev, & Gopher, 2001). But most of the benefits of training variability have been demonstrated in motor tasks rather than cognitive tasks, such as throwing objects at targets of different distances (Wulf, 1991), moving objects at different distances and speeds (Kelso & Norman, 1978), controlling the speed and accuracy of an apparatus through the motor movement of a handle (Schmidt, Young, Swinnen, & Shapiro, 1989), continuous pursuit tracking (Wulf & Schmidt, 1997), and the forehand drive in tennis (Douvis, 2005). In contrast to the supporting evidence for positive effects of training variability, evidence also indicates that learning is highly specific to the training conditions (specificity of training); that is, transfer is most effective when the conditions of transfer closely match the conditions of training.…”