Retention and Transfer

What is "Motor Learning"?

Characteristics of Motor Learning: Motor learning is a set of processes Learning produces an acquired capability for skilled movement Learning occurs as a result of practice or experience Motor learning is not directly observable Must be inferred Motor learning is relatively permanent Rules out changes due to temporary performance factors

(3) Differences in how we define a "Trial"

Continuous task: relearning occurring within trial Underestimate amount of forgetting for continuous task (that may only be evident at the beginning of a single trial)

Positive proactive transfer =

Gain in capability as a result of (previous) practice or experience with a different task

Learners are given a retention interval (rest period away from practicing the task)

Long enough for the temporary effects of the experimental variable to dissipate -> commonly 24h + Retention test is typically the same task as practiced in the acquisition phase (but often in absence of manipulation). Retention and transfer tests can be used interchangeably depending on the degree of change

Negative proactive transfer =

Loss in capability for one task as a result of previous practice or experience with a different task Also called Proactive Interference

If Group IV is WORSE in the retention test than Group V through backwards in time.

NEGATIVE RETROACTIVE TRANSFER (INTERFERENCE) Practice of Task Q interfered with what had been learned during previous practice of Task B

If Group IV is better in the retention test than Group V through backwards in time

POSITIVE RETROACTIVE TRANSFER Practice of Task Q enhanced what had been learned during previous practice of Task B

(4) Retention of Generalized Motor Programs (Invariant Features) vs Parameters

Parameter learning: more central to discrete tasks Learning of invariant features: more central to continuous tasks (more rhythmic) Absolute features (eg, absolute timing) delay more quickly than relative features (eg., relative timing)

(2) Amount of Practice

Retention Increases as the amount of original practice is increased

Transfer

Test performance in different; environments, variations of the skill, related skills.

How well (or badly) does previous experience of one skill transfer to the learning of a new skill?

The gain (enhance) or loss (interfere) in capability for skilled performance from practice/experience of another skill.

Learning should lead to increased capability to perform in new situations.

Transfer assesses adaptability/ generalizability of learning Important in applied (sport) setting ...adapt to changing demands

(1) Verbal-Cognitive Components

Verbal-cognitive components (typical of discrete tasks) more quickly forgotten in contrast to motor components (common to continuous tasks) Declarative knowledge

Why are there differences in retention for continuous vs. discrete tasks?

(1) Verbal-Cognitive Components (2) Amount of Practice (3) Differences in how we define a "Trial" (4) Retention of Generalized Motor Programs (Invariant Features) vs Parameters

Discrete tasks

are not so well retained...

Measuring retention: Two common methods for assessing persistence of ability/ or forgetting

Absolute retention Relative retention Difference score Percentage score Savings score

Relative Retention: Percentage Score

Caution: Sensitive to temporary factors (e.g., fatigue) which will affect the size of the denominator **It is useful though for comparing retention on different skills when scoring systems differ. In general, absolute retention is best for determination of "learning" and assessment of permanent effects.

Continuous Tasks (e.g., tracking task)

are well retained