Effects of Repeated Retention Tests on Learning a Single Timing Task

Autor/inn/en	Magnuson, Curt E.; Shea, John B.; Fairbrother, Jeffrey T.
Titel	Effects of Repeated Retention Tests on Learning a Single Timing Task
Quelle	In: Research Quarterly for Exercise and Sport, 75 (2004) 1, S.39-46 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-1367
Schlagwörter	Testing; Retention (Psychology); Task Analysis; Physical Education + Suchen Sie Ihr Suchwort? Testdurchführung; Testen; Merkfähigkeit; Aufgabenanalyse; Körpererziehung; Sportunterricht
Abstract	The purpose of the present study was to investigate the possibility that administering an initial retention test would influence any subsequent retention tests administered to the same participants. Participants performed 40 practice trials of a four-segment key-pressing task with a movement time goal of 925 ms. Participants were then administered either two retention tests (Day 1--Day 1 group, 10 min and 20 min after practice; Day 1--Day 2 group, 10 min and 24 hr after practice; Day 2--Day 2 group, 23 hr 50 min and 24 hr after practice) or one retention test (Day 1--Control group, 20 min after practice; Day 2--Control group, 24 hr after practice). The first test had a deleterious effect on performing the second test for the Day 2--Day 2 group, which would be expected if the task representation was updated and re-encoded at the time of recall using diminished information. This finding suggests that researchers should be cautious about using repeated retention tests that are administered 1 day after practice. In addition, teachers and coaches should consider administering a test under game-like conditions following practice of a new technique. Otherwise, performance of the new technique may be degraded or perturbed at the time of later performances. (ERIC).
Anmerkungen	American Alliance for Health, Physical Education, Recreation & Dance, 1900 Association Dr., Reston, VA 20191-1598. Web site: http://www.aahperd.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10