| High levels of contextual interference enhance handwriting skill acquisition. | |
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MedLine Citation:
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PMID: 14766494 Owner: NLM Status: MEDLINE |
Abstract/OtherAbstract:
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The authors conducted 3 experiments to examine whether introducing high levels of contextual interference is useful in handwriting skill acquisition. For all experiments, elementary school students (Ns = 44, 50, and 78, respectively) were randomly assigned to 1 of 2 practice schedules-blocked or random practice-in the acquisition phase. In the blocked condition, each of 3 letters (h, a, and y) or (in Experiment 1) symbols was handwritten 24 times consecutively. In the random condition, each letter (or symbol) was practiced 24 times, but in an intermixed, unsystematic sequence. Overall, the results showed that the random practice schedule leads to enhanced retention and transfer performance of handwriting skill acquisition. |
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Authors:
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Diane M Ste-Marie; Shannon E Clark; Leanne C Findlay; Amy E Latimer |
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Publication Detail:
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Type: Clinical Trial; Comparative Study; Journal Article; Randomized Controlled Trial; Research Support, Non-U.S. Gov't |
Journal Detail:
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Title: Journal of motor behavior Volume: 36 ISSN: 0022-2895 ISO Abbreviation: J Mot Behav Publication Date: 2004 Mar |
Date Detail:
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Created Date: 2004-02-09 Completed Date: 2004-04-23 Revised Date: 2006-11-15 |
Medline Journal Info:
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Nlm Unique ID: 0236512 Medline TA: J Mot Behav Country: United States |
Other Details:
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Languages: eng Pagination: 115-26 Citation Subset: IM |
Affiliation:
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School of Human Kinetics, University of Ottawa, Canada. dstmarie@uottawa.ca. |
Export Citation:
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APA/MLA Format Download EndNote Download BibTex |
| MeSH Terms | |
Descriptor/Qualifier:
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Attention* Child Female Handwriting* Humans Male Motor Skills* Practice (Psychology)* Retention (Psychology) Transfer (Psychology) |
From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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