Progressive reduction versus fixed level of support during training: When less is less.
Identifieur interne : 000165 ( PubMed/Corpus ); précédent : 000164; suivant : 000166Progressive reduction versus fixed level of support during training: When less is less.
Auteurs : Winona Snapp-Childs ; Xiaoye Michael Wang ; Geoffrey P. BinghamSource :
- Human movement science [ 1872-7646 ] ; 2016.
Abstract
Previous empirical and theoretical work suggests that effective skill acquisition requires movements to be generated actively and that learning new skills supports the acquisition of prospective control. However, there are many ways in which practice can be structured, that may affect the acquisition and use of prospective control after training. Here, we tested whether the progressive modulation and reduction of support during training was required to yield good performance after training without support. The task was to use a stylus to push a bead over a complex 3D wire path. The support "magnetically" attracted and held the stylus onto the wire. Three groups of adult participants each experienced one of three training regimes: gradual reduction of magnetic attraction, only a medium level of attraction, or low magnetic attraction. The results showed that use of a single (medium) level of support was significantly less effective in yielding good performance with low support after training. Training with low support yielded post-training performance that was equally good as that yielded by training with progressive reduction of support; however, performance during training was significantly poorer in the former. Thus, less support during training yields effective learning but more difficult training sessions. The results are discussed in the context of application to training with special populations.
DOI: 10.1016/j.humov.2015.11.010
PubMed: 26684725
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Bingham</name><affiliation><nlm:affiliation>Psychological and Brain Sciences, Indiana University, Bloomington, IN, USA.</nlm:affiliation></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">PubMed</idno><date when="2016">2016</date><idno type="RBID">pubmed:26684725</idno><idno type="pmid">26684725</idno><idno type="doi">10.1016/j.humov.2015.11.010</idno><idno type="wicri:Area/PubMed/Corpus">000165</idno></publicationStmt><sourceDesc><biblStruct><analytic><title xml:lang="en">Progressive reduction versus fixed level of support during training: When less is less.</title><author><name sortKey="Snapp Childs, Winona" sort="Snapp Childs, Winona" uniqKey="Snapp Childs W" first="Winona" last="Snapp-Childs">Winona Snapp-Childs</name><affiliation><nlm:affiliation>Psychological and Brain Sciences, Indiana University, Bloomington, IN, USA. Electronic address: wsnappch@indiana.edu.</nlm:affiliation></affiliation></author><author><name sortKey="Wang, Xiaoye Michael" sort="Wang, Xiaoye Michael" uniqKey="Wang X" first="Xiaoye Michael" last="Wang">Xiaoye Michael Wang</name><affiliation><nlm:affiliation>Psychological and Brain Sciences, Indiana University, Bloomington, IN, USA.</nlm:affiliation></affiliation></author><author><name sortKey="Bingham, Geoffrey P" sort="Bingham, Geoffrey P" uniqKey="Bingham G" first="Geoffrey P" last="Bingham">Geoffrey P. Bingham</name><affiliation><nlm:affiliation>Psychological and Brain Sciences, Indiana University, Bloomington, IN, USA.</nlm:affiliation></affiliation></author></analytic><series><title level="j">Human movement science</title><idno type="eISSN">1872-7646</idno><imprint><date when="2016" type="published">2016</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">Previous empirical and theoretical work suggests that effective skill acquisition requires movements to be generated actively and that learning new skills supports the acquisition of prospective control. However, there are many ways in which practice can be structured, that may affect the acquisition and use of prospective control after training. Here, we tested whether the progressive modulation and reduction of support during training was required to yield good performance after training without support. The task was to use a stylus to push a bead over a complex 3D wire path. The support "magnetically" attracted and held the stylus onto the wire. Three groups of adult participants each experienced one of three training regimes: gradual reduction of magnetic attraction, only a medium level of attraction, or low magnetic attraction. The results showed that use of a single (medium) level of support was significantly less effective in yielding good performance with low support after training. Training with low support yielded post-training performance that was equally good as that yielded by training with progressive reduction of support; however, performance during training was significantly poorer in the former. Thus, less support during training yields effective learning but more difficult training sessions. The results are discussed in the context of application to training with special populations.</div></front></TEI><pubmed><MedlineCitation Owner="NLM" Status="In-Process"><PMID Version="1">26684725</PMID><DateCreated><Year>2015</Year><Month>12</Month><Day>22</Day></DateCreated><DateRevised><Year>2016</Year><Month>03</Month><Day>15</Day></DateRevised><Article PubModel="Print-Electronic"><Journal><ISSN IssnType="Electronic">1872-7646</ISSN><JournalIssue CitedMedium="Internet"><Volume>45</Volume><PubDate><Year>2016</Year><Month>Feb</Month></PubDate></JournalIssue><Title>Human movement science</Title><ISOAbbreviation>Hum Mov Sci</ISOAbbreviation></Journal><ArticleTitle>Progressive reduction versus fixed level of support during training: When less is less.</ArticleTitle><Pagination><MedlinePgn>172-81</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1016/j.humov.2015.11.010</ELocationID><ELocationID EIdType="pii" ValidYN="Y">S0167-9457(15)30060-9</ELocationID><Abstract><AbstractText>Previous empirical and theoretical work suggests that effective skill acquisition requires movements to be generated actively and that learning new skills supports the acquisition of prospective control. However, there are many ways in which practice can be structured, that may affect the acquisition and use of prospective control after training. Here, we tested whether the progressive modulation and reduction of support during training was required to yield good performance after training without support. The task was to use a stylus to push a bead over a complex 3D wire path. The support "magnetically" attracted and held the stylus onto the wire. Three groups of adult participants each experienced one of three training regimes: gradual reduction of magnetic attraction, only a medium level of attraction, or low magnetic attraction. The results showed that use of a single (medium) level of support was significantly less effective in yielding good performance with low support after training. Training with low support yielded post-training performance that was equally good as that yielded by training with progressive reduction of support; however, performance during training was significantly poorer in the former. Thus, less support during training yields effective learning but more difficult training sessions. The results are discussed in the context of application to training with special populations.</AbstractText><CopyrightInformation>Copyright © 2015. Published by Elsevier B.V.</CopyrightInformation></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Snapp-Childs</LastName><ForeName>Winona</ForeName><Initials>W</Initials><AffiliationInfo><Affiliation>Psychological and Brain Sciences, Indiana University, Bloomington, IN, USA. 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Article</PublicationType><PublicationType UI="D052061">Research Support, N.I.H., Extramural</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2015</Year><Month>12</Month><Day>09</Day></ArticleDate></Article><MedlineJournalInfo><Country>Netherlands</Country><MedlineTA>Hum Mov Sci</MedlineTA><NlmUniqueID>8300127</NlmUniqueID><ISSNLinking>0167-9457</ISSNLinking></MedlineJournalInfo><CitationSubset>IM</CitationSubset><CommentsCorrectionsList><CommentsCorrections RefType="Cites"><RefSource>PLoS One. 2014;9(3):e92464</RefSource><PMID Version="1">24651280</PMID></CommentsCorrections><CommentsCorrections RefType="Cites"><RefSource>PLoS One. 2013;8(10):e77609</RefSource><PMID Version="1">24194891</PMID></CommentsCorrections><CommentsCorrections RefType="Cites"><RefSource>J Child Neurol. 2013 Feb;28(2):204-12</RefSource><PMID Version="1">23076426</PMID></CommentsCorrections><CommentsCorrections RefType="Cites"><RefSource>J Neurophysiol. 2012 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