Too little,too much: A limited range of practice 'doses' is best for retaining grapho-motor skill in children |
| |
| Institution: | 1. The Zinman College of Physical Education and Sport Sciences at the Wingate Institute, Israel;2. School of Education and the Gonda Center for Brain Research, Bar-Ilan University, Israel;3. The Sagol Department of Neurobiology & Ethology, University of Haifa, Haifa, Israel;4. The Lab of Human Brain & Learning, the Department of Human Biology, University of Haifa, Haifa, Israel;5. The E.J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel;1. University of Bamberg, Germany;2. Humboldt-Universität zu Berlin, Germany;1. The Zinman College of Physical Education and Sport Sciences at the Wingate Institute, Israel;2. The E.J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel;3. School of Education and the Gonda (Goldschmied) Multidisciplinary Brain Research Center, Bar-Ilan University, Israel;4. The lab of Human Brain & Learning the Department of Human Biology and the Sagol, Department of Neurobiology & Ethology, University of Haifa, Haifa, Israel |
| |
| Abstract: | We tested how practice ‘dosing’ affects learning (within-session) and long-term retention of a grapho-motor skill in 7–8 year old children. In Experiment 1, participants practiced the production of a letter-form by connecting dots (Invented Letter Task, ILT) in a single session of 6-blocks, 12-blocks, or 24-blocks. Training on 24-blocks resulted in the fastest letter production at the end of the training session. By 4–5 weeks post-training, the 12-blocks group attained equally robust speed gains as the 24-blocks group, and was more accurate. No long-term gains were achieved after 6-blocks training. In Experiment 2, children who were afforded 6-blocks ILT practice on four consecutive days outperformed the single-session 24-blocks group by 4–5 weeks post-training. Overall, by 4–5 weeks post-training, the single-session 12-blocks practice group was most fluent and accurate. The results suggest that only a limited range of practice schedules may lead, efficiently to long-term gains in children's grapho-motor skill learning. |
| |
| Keywords: | Practice Task repetition Skill Retention Invented letter task |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
