期刊名称：Experimental Analysis of Human Behavior Bulletin (EAHB Bulletin)
电子版ISSN：1938-7237
出版年度：2006
卷号：24
出版社：Experimental Analysis of Human Behavior Special Interest Group
摘要：Non-behavioral psychologists interested in the dynamics of learning make a distinction between procedures that enhance the acquisition of a set of skills and procedures that enhance the retention or transfer of that set of skills (Schmidt & Bjork, 1992; Schroth, 1995; 1997). The distinction is partly based on the observation that, under certain conditions, procedures that retard the acquisition of some performance during training can actually serve to enhance performance during transfer or retention tests (e.g., Schmidt, Young, Swinnen, & Shapiro, 1989; Shea & Morgan, 1979; see also Magill & Hall, 1990, for a review). For example, increasing the amount of task variability during training of a motor skill (patterned finger tapping) can retard acquisition but facilitate retention and transfer during tests (Hall & Magill, 1995). Likewise, decreasing the frequency of performance feedback during acquisition of a ballistic timing task impeded acquisition, but enhanced retention (Schmidt, et al., 1989). In general, this literature suggests that introducing certain task-relevant difficulties during the acquisition of a set of skills can serve to increase the likelihood of retention and effective transfer of those skills.
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