Roza Rahavi Ezabadi; Parvaneh Shamsipour Dehkordi; Marzieh Khajezadeh
Abstract
The purpose of this study was to determine the effect of distribution of practice on the acquisition, retention with different intervals 1, 7, and also judgment of learning accuracy of forehand drive in table tennis. The 32 female student with 18- 24 years old that passed specialized table tennis unit, ...
Read More
The purpose of this study was to determine the effect of distribution of practice on the acquisition, retention with different intervals 1, 7, and also judgment of learning accuracy of forehand drive in table tennis. The 32 female student with 18- 24 years old that passed specialized table tennis unit, contributed as convicted. They randomly were divided to massed and distributed practice groups. The skill used in this study was the forehand drive. After pretest, the massed group practiced all 240 Trails in one session, and the distributed practice group practiced 60 trials per day on 4 consecutive days. After acquisition phase, Participants were asked to predict performance on the retention phase. Participants were asked, “what would you predict your average score on the first the retention test? “And then half of participants of each group contributed for a retention test 1 day later, half of other participants of each group contributed for retention test 7 days later. The data were analyzed by independent sample t test and two –way analysis of variants (ANOVA) with repeated test. The result showed significant differences between massed and distributed practice groups in the acquisition, retention (1, 7) test and also judgment of learning (p
Ali Azhari; Rasoul Hemayat Talab; Mahmoud Skeikh; Elahe Arab Ameri
Abstract
The aim of this study was to determine the effect of social-comparative feedback on acquisition and consolidation of a perceptual-motor skill in high school male students. In this study, 36 high school students as the sample were randomly assigned to three groups (each group 12 subjects): positive, negative ...
Read More
The aim of this study was to determine the effect of social-comparative feedback on acquisition and consolidation of a perceptual-motor skill in high school male students. In this study, 36 high school students as the sample were randomly assigned to three groups (each group 12 subjects): positive, negative and veridical social-comparative feedback. Pretest scores were recorded. Acquisition phase lasted five days and each subjects daily performed 10 blocks of 3 trials of badminton long serve. After each block, they received the feedback of their mean scores in the form of positive (higher than the actual score), negative (lower than the actual score) and veridical (the actual score) given the group to which they belonged. After 72 hours of detraining, consolidation test was performed under the same conditions as the pretest. After determining the data normality and homogeneity of variances, ANOVA with repeated measures, one-way ANOVA and Tukey post hoc test were used to analyze data at the significance level of P≤0.05. The results showed that training improved the performance of groups in the acquisition phase. But there was no significant difference in the performance of the groups. The consolidation of positive feedback group was significantly better than the other groups. These findings suggest that positive social-comparative feedback affects the consolidation of a perceptual-motor skill such as targeted badminton long serve skill.
Parvaneh Shamsipour Dehkordi; Behrouz Abdoli; Mehdi Namazizadeh; Hassan Ashayeri
Abstract
The aim of this study was to compare the effect of time courses of interference and retention test on implicit motor memory consolidation. 60 right-handed female students who had cognitive, mental and physical health and novice at performing alternating serial reaction time task (ASRTT) and serial color ...
Read More
The aim of this study was to compare the effect of time courses of interference and retention test on implicit motor memory consolidation. 60 right-handed female students who had cognitive, mental and physical health and novice at performing alternating serial reaction time task (ASRTT) and serial color matching task (SCMT) (mean age=21.95+1.95 years) were randomly divided into three groups of interference with distances of 6, 24 and 72 hours after the practice session. In the acquisition phase, all groups practiced the ASRTT in 25 blocks of 80 trials in one day. Then, they participated in the second interference task (SCMT) 6, 24 and 72 hours after the practice session and participated in the retention test 24 hours later. In the acquisition phase, subjects’ performance improved with an increase in the practice trials and they had better performance in the 5th practice block (P<0.001). In retention test, there was no significant difference between mean reaction time in the 5th practice block and retention test of the first group (interference with the 6 hours distance). There was a significant difference between mean reaction time in the 5th practice block and retention test of the second group (interference with the 24 hours distance) and the third group (interference with 72 hours distance). The third group (interference of 72 hours distance) had the best performance while the first group (interference with the 6 hours distance) had the weakest performance. Therefore, the interference distances of 24 and 72 hours after the acquisition session led to memory consolidation.