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A complex sequence learning task was used to determine if the type of coding acquired through physical practice (PP), observation of the stimulus (Obs-S), or observation of stimulus and action (Obs-SA) differs between conditions and whether the type of observation influences subsequent learning of the task when physical practice was permitted. Participants(More)
We investigated the practice-effects on motor skill transfer and the associated representational memory changes that occur during the within-practice and between-practice phases. In two experiments, participants produced extension-flexion movements with their dominant right arm for a limited or prolonged practice session arranged in either a single- or(More)
Many everyday skills are unconsciously learned through repetitions of the same behaviour by binding independent motor acts into unified sets of actions. However, our ability to be consciously aware of producing newly and highly trained motor skills raises the question of the role played by conscious awareness of action upon skill acquisition. In this study(More)
The retrieval of information from memory during testing has recently been shown to promote transfer in the verbal domain. Motor-related research, however, has ignored testing as a relevant method to enhance motor transfer. We thus investigated whether testing has the potential to induce generalised motor memories by favouring effector transfer. Participants(More)
The main purpose of the present experiment was to determine the coordinate system used in the development of movement codes when observational and physical practice are scheduled across practice sessions. The task was to reproduce a 1,300-ms spatial-temporal pattern of elbow flexions and extensions. An intermanual transfer paradigm with a retention test and(More)
This experiment was designed to assess the combined influence of practice schedule (blocked or random), task similarity (similar or dissimilar), and amount of practice on motor learning. Participants were required to perform three movement times (200, 350, and 500ms) in a blocked or random schedule while pointing towards the target located in the front(More)
An experiment was conducted to determine if gating information to different hemispheres during observational training facilitates the development of a movement representation. Participants were randomly assigned to one of three observation groups that differed in terms of the type of visual half-field presentation during observation (right visual half-field(More)
The reported study examined the cognitive processes underlying contextual interference (CI) in motor learning. This experiment was designed to assess the combined influence of practice schedule (blocked or random) and task similarity (similar or dissimilar) on acquisition and retention performance. Participants (N=60) learned a set of three variations of a(More)
In this study we sought to determine whether testing promotes the generalization of motor skills during the process of encoding and/or consolidation. We used a dynamic arm movement task that required participants to reproduce a spatial-temporal pattern of elbow extensions and flexions with their dominant right arm. Generalization of motor learning was(More)
This study was designed to determine whether the effect of self-control of task difficulty on motor learning is a function of the period of self-control administration. In a complex anticipation-coincidence task that required participants to intercept 3 targets with a virtual racquet, the task difficulty was either self-controlled or imposed to the(More)