p. −
2676-4547
Vol.2/No.3
p. −
2676-4547
Vol.2/No.3
p. −
2676-4547
Vol.2/No.3
p. −
2676-4547
Vol.2/No.3
p. −
2676-4547
Vol.2/No.3
0.05); but there was no significant different among groups. However, implicit learning groups progressed as much as the explicit learning groups; this finding explained the effectiveness of implicit knowledge in motor skills learning. The retention test showed that random practice was better than blocked practice in movement accuracy but the type of practice did not affect the retention of sequential reaction time. In transfer test, all groups showed transfer to the new sequence only in accuracy but not response time. However, findings showed blocked practice led to sensorimotor integration and timing, whereas random practice led to better stimulus-response association. Overall findings of this research supported this idea that learning that occurs in the context of interference can show retention and transfer to another task.]]>
p. −
2676-4547
Vol.2/No.3
p. −
2676-4547
Vol.2/No.3
p. −
2676-4547
Vol.2/No.3