The effect of different combinations of practice schedules on motor response stability during practice

Studies in motor learning have indicated that relative and absolute timing dimensions are modulated by factors that modify response stability among trials. One of these factors is the combination of constant and variable practices. Although studies are investigating the combination of practice schedules, these studies used measurements that did not separately assess performance and motor response. This study aimed to investigate the effect of different combinations of practice schedules on motor response stability during practice. Participants performed a sequential key-pressing task with two goals: (1) to learn the relative timing dimension and (2) the absolute timing dimension. Participants were assigned to one of two groups: constant-variable or variable-constant. Our findings indicate an influence of the increase in variability over the practice in the constant-variable group. Specifically, the increase of variability of total time at the second half (constant-variable group) of practice was followed by the maintenance of the same level of cross-correlate between absolute timing error and variability of total time. Finally, our findings support the notion that practicing in a constant schedule favors the relative timing dimension of learning regardless of the order in which the constant practice is provided.

运动学习领域的相关研究表明，相对时序维度与绝对时序维度会受到调控试次间反应稳定性的各类因素的影响。恒定练习与变异性练习的组合便是这类影响因素之一。尽管已有诸多研究对练习范式的组合模式展开探究，但此类研究采用的测量手段均未对作业表现与运动反应进行独立区分与评估。
本研究旨在探究不同练习范式组合对练习过程中运动反应稳定性的影响效应。被试需完成一项序列按键任务，并需达成两项学习目标：其一为掌握相对时序维度，其二为掌握绝对时序维度。被试被分配至两组之一：恒定-变异性组（constant-variable group）与变异性-恒定组（variable-constant group）。
本研究结果显示，恒定-变异性组在练习过程中出现的变异性提升产生了相应影响。具体而言，恒定-变异性组在练习后半段的总时长变异性提升后，其绝对时序误差与总时长变异性之间的互相关（cross-correlate）水平维持不变。最后，本研究结果支持如下结论：无论恒定练习的实施顺序如何，采用恒定练习范式均有助于学习相对时序维度。