ArticleExperimental brain research2018
Learning a specific, individual and generalizable coordination function: evaluating the variability of practice hypothesis in motor learning.
Article in Experimental brain research, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
14 citing papers in PubMed.
- Extrinsic variability but not intrinsic variability affects the search for synergies in de-novo motor learning.Scientific reports · 2025Article
- Individual differences provide a nuanced understanding of the contributions of age, experience, and level played to superior perceptual-cognitive-motor skill.Frontiers in psychology · 2025Article
- Shaping Exploration: How Does the Constraint-Induced Movement Therapy Helps Patients Finding a New Movement Solution.Journal of functional morphology and kinesiology · 2022Article
- Testing Seefeldt's Proficiency Barrier: A Longitudinal Study.International journal of environmental research and public health · 2022Article
- The effect of enhanced variability after performance stabilization through constant practice.PeerJ · 2022Article
- Evaluating transfer prediction using machine learning for skill acquisition study under various practice conditions.Frontiers in psychology · 2022Article
- Impact of Green HRM Practices on Environmental Performance: The Mediating Role of Green Innovation.Frontiers in psychology · 2022Article
- Perceptual-motor styles.Experimental brain research · 2021Review
- A tale of too many tasks: task fragmentation in motor learning and a call for model task paradigms.Experimental brain research · 2021Review
- The patterning of local variability during the acquisition of a novel whole-body continuous motor skill in young adults.Experimental brain research · 2020Article
- Adjustments in end-effector trajectory and underlying joint angle synergies after a target switch: Order of adjustment is flexible.PloS one · 2020Article
- Dynamics of Experience in a Learning Protocol: A Case Study in Climbing.Frontiers in psychology · 2020Article
- Decomposing motion that changes over time into task-relevant and task-irrelevant components in a data-driven manner: application to motor adaptation in whole-body movements.Scientific reports · 2019Article
- Search Strategies in the Perceptual-Motor Workspace and the Acquisition of Coordination, Control, and Skill.Frontiers in psychology · 2019Article
Corrections and comments
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Authors and funding
2 authors.
Funding
Abstract
Constant and variable practice conditions have been hypothesized to lead to different learning outcomes between them but similar within. However, experiments have found that within a constant practice condition, participants can show highly individual outcomes (i.e., coordination functions). Considering the contradictory evidence on the effects of variable practice, we tested the idea that measures of the individual learned outcome would be required to provide a full explanation for results in transfer tests rather than or in addition to the group task-related conditions on which individuals practiced. Twenty-four participants were divided into three groups with different practice conditions (constant, varied distance of the target, and varied angle of the target) and for 5 days performed a task of throwing for precision to a target. Pre-, post-, and transfer tests were used to evaluate our hypothesis. The results showed that although the group measures could predict certain aspects of the transfer tests, the coordination function characteristics were required to show higher levels of explanatory power. This finding supports the view that learning involves a specific, individual and generalizable solution although there are aspects of learning that are specific to the condition of practice.
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Registered trials
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