Heather Wilde

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The authors used an interference paradigm to determine the extent to which the learning of 2 similar movement sequences influences the learning of each other. Participants (N=30) produced the sequences by moving a lever with their right arm and hand to sequentially presented target locations. They practiced 2 similar 16-element movement sequences (S1 and(More)
A 16-element movement sequence was taught under part-whole and whole-practice conditions. Participants (N = 18) produced a right-arm lever movement to sequentially presented target locations. The authors constructed part-whole practice by providing practice on only the 1st 8 elements on the 1st day of practice (100 repetitions of the 8-element sequence) and(More)
Two experiments were designed to determine participants' ability to transfer a learned movement sequence to new spatial locations. A 16-element dynamic arm movement sequence was used in both experiments. The task required participants to move a horizontal lever to sequentially projected targets. Experiment 1 included 2 groups. One group practised a pattern(More)
Three similar six-element key press sequences were practiced under blocked or random practice schedules with acquisition conducted on one day and retention and transfer on the next day. The task required participants to type, as quickly as possible, one of three 6-element sequences as observed on a computer monitor. In blocked practice, participants(More)
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