The second facet of forgetting: A review of warm-up decrement.

Adams, Jack A.

doi:10.1037/h0044798

Cited by 95 publications

(67 citation statements)

References 69 publications

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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%

“…One of the more robust transient phenomenon in motor skills and the one investigated in this report is the influence of warm-up decrement (Adams, 1952(Adams, , 1961, which was modeled as an adaptation process with the fast time scale to examine the effect of practice and task difficulty. The results support the original account of warm-up decrement by Adams (1952) whereby the level of performance decrement was highest on day 1 and systematically decreased on trial 1 of the second and third days of practice ( Figure 3B).…”

Section: Discussionmentioning

confidence: 99%

“…This relatively persistent process of motor learning produces a state in which there is "an increased capability for moving skillfully in the particular situation" (Schmidt & Lee, 2011, p. 594). However, multiple processes contribute to the dynamics of performance outcome over practice time (Adams, 1961;Hull, 1943;Smith, Ghazizadeh, & Shadmehr, 2006;Snoddy, 1935;Tucker, 1966) and accessing the degree of persistence of a motor skill from the task outcome dynamics can be confounded by transient performance variables (e.g., warmup, fatigue, attentional focus, noise) and task-related factors (e.g., discrete-continuous task, task difficulty). In the present study we investigated the influence of task difficulty on the performance dynamics as a function of learning by modeling the trial outcome with a two time scale function to capture the persistent and transient trends in the behavior (K. M. Newell, Liu, & Mayer-Kress, 2001;K.…”

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confidence: 98%

“…However, a theoretical rationale has been developed to decompose performance data into time scales that can derive and predict the characteristics of persistent and transitory changes (K. M. Newell et al, 2009;Snoddy, 1935;Stratton, Liu, Hong, Mayer-Kress, & Newell, 2007). In this approach, the persistent change (i.e., learning) over practice trials is modeled as a slow time scale process and the transient changes due to adaptation processes (i.e., warm-up; see Adams, 1952Adams, , 1961 occur on a faster time scale.…”

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confidence: 99%

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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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Section: Discussionmentioning

confidence: 96%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 98%

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confidence: 99%

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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 literature on the role of set in learning and memory (Adams, 1961;Irion, 1948;McLaughlin, 1965;Postman, 1964) has not been concerned with whether or not set variables affect learning or retrieval apart from original learning. This study explored the latter possibility.…”

Section: Introductionmentioning

confidence: 99%