The Effects of Practice Schedules on the Acquisition and Retention of a Grapho-Motor Skill in Young-Adults.
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| Title: | The Effects of Practice Schedules on the Acquisition and Retention of a Grapho-Motor Skill in Young-Adults. |
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| Authors: | Ghanamah, Rafat (AUTHOR), Adi-Japha, Esther (AUTHOR) |
| Source: | Journal of Experimental Education. 2025, Vol. 93 Issue 4, p667-684. 18p. |
| Subjects: | Young adults, Learning, Motor ability, Test validity, Velocity |
| Abstract: | Studies suggest that the amount of practice and practice protocols can affect the long-term retention of motor skills. We tested how a practice schedule affects young adults' learning and retention of a simple graphomotor skill. Young adults trained on the construction of a letter-form by connecting dots (Invented Letter Task, ILT) in a single-session 24-blocks practice were compared to a distributed practice group afforded 6-blocks ILT practice on four consecutive days. The single-session practice outperformed the distributed practice group in the speed performance at the end of training but also 24-h post-training. However, the distributed practice group was comparable to the single-session group in terms of speed by 4–5 wk post-training and showed significant gains between 24-h and 4–5 wk post-training while the massed practice showed significant deterioration. Both groups were comparable in terms of accuracy at the three assessment time points. The results suggest that, even in a simple motor task, comparing single sessions to multi-session (distributed) practice could be a straightforward method for determining the efficiency of a practice schedule in young adults. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Studies suggest that the amount of practice and practice protocols can affect the long-term retention of motor skills. We tested how a practice schedule affects young adults' learning and retention of a simple graphomotor skill. Young adults trained on the construction of a letter-form by connecting dots (Invented Letter Task, ILT) in a single-session 24-blocks practice were compared to a distributed practice group afforded 6-blocks ILT practice on four consecutive days. The single-session practice outperformed the distributed practice group in the speed performance at the end of training but also 24-h post-training. However, the distributed practice group was comparable to the single-session group in terms of speed by 4–5 wk post-training and showed significant gains between 24-h and 4–5 wk post-training while the massed practice showed significant deterioration. Both groups were comparable in terms of accuracy at the three assessment time points. The results suggest that, even in a simple motor task, comparing single sessions to multi-session (distributed) practice could be a straightforward method for determining the efficiency of a practice schedule in young adults. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00220973 |
| DOI: | 10.1080/00220973.2023.2276920 |
