The Effect Of Number Of Practice Trials In Initial Learning On Retention And Relearning Of Motor Skills

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Content THE EFFECT OF NUMBER OF PRACTICE TRIALS IN INITIAL LEARNING
ON RETENTION AND RELEARNING OF M OTOR SKILLS
by
Bonnie Jean Purdy
A D i s s e r t a t i o n P resen ted to the
FACULTY OF THE GRADUATE SCHOOL
UNIVERSITY OF SOUTHERN CALIFORNIA
In P a r t i a l F u lf illm e n t o f the
Requirements f o r th e Degree
DOCTOR OF PHILOSOPHY
(P h y s ic a l E ducation)
January 1964
UNIVERSITY O F S O U T H E R N CALIFORNIA
G R A D U A T E S C H O O L
U N IV E R S IT Y PARK
L O S A N G E L E S 7 . C A L IF O R N IA
This dissertation, written by
B o n n ie Jea.n P u rd y
under the direction of h&V....Dissertation C o m
mittee, and a p p ro ve d by all its members, has
been presented to and accepted by the G raduate
School, in partial fulfillment of requirements
for the degree of
D O C T O R O F P H I L O S O P H Y
^ ^ Dean
Date.. l . i k d . . . .....
DISSERTATION COMMITTEE
Chairman
TABLE OP CONTENTS
Page
LIST OF TABLES iv
LIST OF PLATES v i i i
LIST OF FIGURES ix
Chapter
I . THE PROBLEM 1
In tr o d u c tio n
The Problem
D e f i n i t i o n o f Terms
O rgan ization o f th e Remaining Chapters
I I I . DESIGN AND PROCEDURES IN THE STUDY . . . . 49
New Motor S k i l l s
S e l e c t i o n and Grouping o f S u b je c ts
Procedures R ela ted to L earnin g, R e t e n tio n ,
and R elea rn in g Phases of th e Study
R e l i a b i l i t i e s o f New Motor S k i l l s
Comparisons o f Performance S cores f o r
Three P r a c t ic e Groups in O r ig in a l
Learning o f New Motor S k i l l s
I n t e r c o r r e la t io n s Among New Motor S k i l l s
Comparison o f Performance S cores o f the
Three P r a c tic e Groups In R e te n tio n and
R elea rn in g o f New Motor S k i l l s
I I . REVIEW OF RELATED STUDIES
9
C on d ition s o f O rig in a l Learning
C on d ition s o f R e te n tio n
IV. ANALYSIS OF DATA
73
ii
iii
Chapter Page
V. INTERPRETATION AND DISCUSSION OF DATA . . . 162
D if fe r e n c e s Among th e T w e n ty - tr ia l,
T h i r t y - t r i a l , and F o r t y - t r i a l P r a c tic e
Groups on Performance S cores in
O rig in a l Learning
I n t e r r e l a t i o n s h i p s Among th e F iv e
New S k i l l s
R e te n tio n and R elea rn in g o f th e New
Motor S k i l l s
Summary and T h e o r e tic a l Im p lic a tio n s
VI. SUMMARY, FINDINGS, AND CONCLUSION ....................... 178
Summary
F in d in gs
Values P laced on F in d in gs
C onclusion
S u g g e stio n s f o r Further Research
BIBLIOGRAPHY ........................................................................................ I 87
APPENDIX A: NEW SKILL PERFORMANCE SCORES
ORIGINAL LEARNING ............................................. 196
APPENDIX B: NEW SKILL PERFORMANCE SCORES
RETENTION AND RELEARNING .................................. 218
LIST OP TABLES
Table Page
1. R e l i a b i l i t y C o e f f i c i e n t s f o r I n i t i a l and
P in a l Performance S cores of th e P iv e
New Motor S k i l l s ..................................................................... 76
2 . Comparison o f I n i t i a l Performance Scores
f o r Three Groups on I n i t i a l Performance
on A l l F iv e S k i l l s ................................................................ 82
3« Means of Raw S cores fo r Maze-Time in
O r ig in a l Learning ................................................................ 84
4 . Means of Raw Scores f o r Maze-Errors in
O rig in a l Learning ......................................................... 86
5- Means o f Raw S cores f o r Balance Board
on O r ig in a l Learning .................................................... 88
6 . Means of Raw S cores f o r L acrosse in
O r ig in a l Learning ......................................................... 91
7* Means o f Raw S cores f o r Foot V o lle y
in O r ig in a l Learning .................................................... 93
8 . Comparisons of Three Groups on T o ta l
Performance in O r ig in a l Learning
of F iv e New Motor S k i l l s .......................................... 96
9- Comparisons o f Three P r a c tic e Groups
on Net Gain During O r ig in a l Learning
on New Motor S k i l l s .......................................................... 100
10. Comparisons o f Three P r a c tic e Groups
on F in a l Performance on O r ig in a l
Learning on New Motor S k i l l s ................................... 106
iv
V
Table Page
11. Comparison o f T o ta l Group on I n i t i a l
Performance and F in a l Performance
on O r ig in a l Learning .................................................... I l l
12. I n t e r c o r r e la t i o n C o e f f i c i e n t s f o r New
Motor S k i l l s .................................................................... 114
13- Means o f Raw S co res f o r Three P r a c tic e
Groups f o r Maze-Time in R elea rn in g . . . . 116
14. Mean of Raw Scores f o r Maze-Errors
in R e l e a r n i n g ......................................................................... 119
15. Mean of Raw S cores f o r Balance Board in
R e l e a r n i n g .................................................................................... 122
16. Mean of Raw S cores f o r L acrosse in
R e l e a r n i n g ................................................................................ 125
1 7 . Mean of Raw S cores fo r Foot V o lle y
in R e l e a r n i n g ......................................................................... 127
18. Comparison o f Raw Scores o f Three
P r a c tic e Groups on R e c a ll of
New Motor S k i l l s ............................................... 130
19- P ercen tages o f F in a l Performance on
O r ig in a l Learning R etained .................................... 134
20. Comparison o f Three P r a c tic e Groups on
T r ia ls t o R elea rn to F in a l Performance
in O r ig in a l Learning O n c e ...................... 136
2 1 . Savings In R elea rn in g to F in a l Performance
in O r ig in a l Learning O n c e ...................... 140
2 2 . Comparison of Three Groups on T r ia ls to
R elea rn to F in a l Performance in
O r ig in a l Learning Twice in S u c c e s s io n . . 143
2 3 . Savings in R elea rn in g to F in a l Performance
In O r ig in a l Learning Twice in S u c c e s sio n . 148
2 4 . Comparisons of Three P r a c tic e Groups on
I n i t i a l R elea rn in g of New Motor S k i l l s . . 151
2 5 . Comparisons o f Three P r a c tic e Groups on
T o ta l R e le a r n in g o f New Motor S k i l l s . . . 155
vi
Table Page
2 6 . Comparisons of Three P r a c t ic e Groups on
F in a l R elea rn in g o f New Motor S k i l l s . . . 159
2 7. Raw Scores--M aze-Tim e Group I .......................... 196
28. Raw Scores--M aze-Tim e Group I I ..................... 197
29- Raw Scores--M aze-Tim e Group I I I ..................... 199
30. Raw S cores--M aze-E rrors Group I ....................... 201
31- Raw Scores--M aze-Tim e Group I I .......................... 202
32. Raw S cores--M aze-E rrors Group I I I . . . . 203
33* Raw S c o r e s--B a la n c e Board Group I . . . . 205
34. Raw S c o r e s--B a la n c e Board Group I I . . . 206
35* Raw S e o r e s--B a la n c e Board Group I I I . . . 207
3 6 . Raw S c o r e s --L a c r o s se Group I .......................... 209
37* Raw S c o r e s --L a c r o s se Group I I .......................... 210
3 8 . Raw S c o r e s --L a c r o s se Group I I I ..................... 211
39* Raw S c o r e s --F o o t V o lle y Group I ....................... 213
40. Raw S c o r e s --F o o t V o lle y Group I I . . . . 214
4 1. Raw S c o r e s --F o o t V o lle y Group I I I . . . . 215
4 2 . Raw Scores--M aze-Tim e Group I .......................... 218
43. Raw Scores--M aze-Tim e Group I I ..................... 219
44. Raw Scores--M aze-Tim e Group I I I ..................... 220
4 5 . Raw S cores--M aze-E rrors Group I ....................... 221
46. Raw Scores--M aze-E rrors Group I I . . . . 222
47- Raw S cores--M aze-E rrors Group I I I . . . . 223
48. Raw S c o r e s--B a la n c e Board Group I . . . . 224
49- Raw S c o r e s--B a la n c e Board Group I I . . . . 225
vii
Table Page
50. Raw S c o r e s --B a la n c e Board Group I I I . . . 226
51. Raw S c o r e s --L a c r o s s e Group I .......................... 227
52. Raw S c o r e s --L a c r o s s e Group I I ........................... 228
53* Raw S c o r e s --L a c r o s s e Group I I I .......................... 229
5^ • Raw S c o r e s --F o o t V o lle y Group I ..................... 230
55• Raw S c o r e s --F o o t V o lle y Group I I . . . . 231
5 6 . Raw S c o r e s --F o o t V o lle y Group I I I . . . . 232
LIST OF PLATES
P la te Page
I . P ic tu r e o f S u b ject Perform ing the
Maze S k i l l s ............................................................................... 53
I I . P ic tu r e o f S u b ject Performing on th e
Balance Board .......................................................................... 56
I I I . P ictu re o f S u b ject Perform ing on th e
L acrosse S k i l l .......................................................................... 58
IV. P ictu re o f S u b ject Perform ing on the
Foot V o l l e y ............................................................................... 60
viii
Page
85
87
89
92
94
118
120
123
126
128
LIST OF FIGURES
Learning Curves fo r Maze-Time in
O rig in al Learning ..............................
Learning Curves f o r Maze-Errors in
O riginal Learning ..............................
Learning Curves fo r Balance Board in
O riginal Learning ..............................
Learning Curves f o r Lacrosse in
O rig in al Learning ..............................
Learning Curves fo r Foot Volley in
O rig in a l Learning ..............................
Learning Curves fo r Maze-Time in
R e te n tio n and R elearning . . . .
Learning Curves fo r Maze-Errors in
R e te n tio n and R elearning . . . .
Learning Curves for Balance Board in
R e te n tio n and R elearning . . . .
Learning Curves f o r Lacrosse in
R e te n tio n and R elearning . . . .
Learning Curves fo r Foot Volley in
R e te n tio n and R elearning . . . .
ix
CHAPTER I
THE PROBLEM
In tro d u c tio n
A necessary assumption in the teaching of motor
a c t i v i t i e s is th a t stu d e n ts r e t a i n , a t l e a s t to some
degree, p rev io u sly learned s k i l l s . Without t h i s assumption
of t r a n s f e r from one performance to the n ext, teach in g
p ro g ressio n s would not be p o s s ib le .
The problem of r e t e n t i o n has concerned psychol
o g is ts fo r many y e ars. In numerous s t u d i e s , the e f f e c t s of
d i f f e r e n t v a ria b le s on the r e t e n ti o n of verbal m a te r ia ls
and fin e motor tasks have been explored . Very few in v es
t i g a t i o n s , however, have been concerned with r e t e n t i o n of
the types of motor a c t i v i t i e s normally taught in p h y sic a l
education programs. I t has thus been necessary fo r phys
i c a l educators to i n f e r th a t knowledges gained about r e t e n
t i o n of verb al and f in e motor s k i l l s may be app lied to
p h y sic al education s k i l l s . Since r e t e n t i o n of learned
m a te r ia ls seems to depend on the nature of the learned
2
ta sk ( 3 :1 7 3)> the q u e stio n a r i s e s whether th e r e s u l t s
obtained In ex p erim en ta tio n in v o lv in g v e rb a l and f i n e motor
ta sk s can be a p p lied w ith co n fid en ce to r e t e n t i o n o f th e
kinds o f motor a c t i v i t i e s taught in p h y s ic a l e d u c a tio n . I t
would appear th a t more r e l i a b l e and more v a lid im p lic a t io n s
could be drawn from d i r e c t e x p erim en ta tio n on r e t e n t i o n o f
th e se kinds o f motor a c t i v i t i e s .
In the few s t u d ie s in which r e t e n t i o n o f s p o r t s - t y p e
motor a c t i v i t i e s has been i n v e s t i g a t e d , r e t e n t i o n o f w e l l -
learned a c t i v i t i e s has been measured a f t e r r e l a t i v e l y long
p e r io d s o f no p r a c t i c e . The degree of p r o f i c i e n c y a t ta in e d
in o r i g i n a l le a r n in g and the le n g th o f th e in te r im p erio d
between o r i g i n a l le a r n in g and r e t e n t i o n t e s t i n g have been
shown to be major f a c t o r s in amounts of r e t e n t i o n ob tain ed
(13, 2 0 , 3 8 , 4 9 ) . P h y s ic a l ed u ca tio n programs t r a d i t i o n a l l y
in clu d e many d i f f e r e n t kinds o f s p o r ts a c t i v i t i e s w ith
com p a ra tiv ely sh o r t p e r io d s o f time spent on each a c t i v i t y .
Because o f t h i s f a c t , i t seems r e a so n a b le to assume th a t the
s p o r ts -t y p e a c t i v i t i e s taught in p h y s ic a l e d u c a tio n are
sometimes learned to r e l a t i v e l y low l e v e l s o f p r o f i c i e n c y .
In a d d it io n , r e t e n t i o n i s evidenced a f t e r r e l a t i v e l y sh o r t
p e r io d s o f tim e . I n v e s t i g a t i o n o f the e x t e n t to which
p a r t i a l l y learn ed motor a c t i v i t i e s s im i l a r to th o se tau ght
in p h y s ic a l ed u ca tio n are r e ta in e d a f t e r r e l a t i v e l y sh o r t
p erio d s o f time would appear t o be o f valu e to p h y s ic a l
e d u c a t o r s .
The Problem
3
Statem ent o f th e Problem
The problem o f the p r e se n t stu d y was to determ ine
th e e f f e c t o f varyin g amounts o f o r i g i n a l p r a c t ic e in l e a r n
ing new motor s k i l l s on th e r e t e n t i o n and r e le a r n in g o f
th o se motor s k i l l s .
Purpose o f th e Study
The purpose o f the stu d y was to determ ine whether
d i f f e r e n t le n g th s o f p r a c t ic e during le a r n in g o f new motor
s k i l l s a f f e c t s r e t e n t i o n a f t e r a r e s t i n t e r v a l o f tw en ty-
e ig h t d ays. More s p e c i f i c a l l y , th e stu d y was d esigned to
answer th e fo llo w in g q u e stio n s:
1 . Do s u b j e c t s who p r a c t ic e new motor s k i l l s f o r
tw enty t r i a l s a cq u ire as much p r o f ic ie n c y as s u b j e c t s who
p r a c t i c e f o r t h i r t y or f o r t y t r i a l s ?
2 . Do s u b j e c t s who p r a c t ic e new motor s k i l l s fo r
tw enty t r i a l s r e t a i n as much as s u b j e c t s who p r a c t ic e fo r
t h i r t y or f o r t y t r i a l s ?
3. Do s u b j e c t s who p r a c t ic e new motor s k i l l s fo r
tw enty t r i a l s r e le a r n th o se s k i l l s as q u ic k ly and as w e ll as
s u b j e c t s who p r a c t ic e f o r t h i r t y or f o r t y t r i a l s ?
4 . I f d i f f e r e n c e s e x i s t among groups in le a r n in g ,
r e t e n t i o n , and/or r e le a r n in g , are th e s e d i f f e r e n c e s c o n s i s t
en t throughout th e le a r n in g and r e le a r n in g p eriod s?
5* I f d i f f e r e n c e s e x i s t among groups in le a r n in g ,
r e t e n t io n an d /or r e l e a r n i n g , are th e s e d i f f e r e n c e s c o n s i s t
en t f o r f i v e d i f f e r e n t ty p e s o f motor s k i l l s ?
Scope and L im ita tio n s o f the Study
The scope o f th e stu d y and major l i m i t a t i o n s in
d e s ig n were as f o llo w s :
1. A ll r e f e r e n c e s made to le a r n in g , r e t e n t i o n , and
r e le a r n in g were in fe r r e d from th e s u b j e c t s ' performance
s c o r e s . F iv e new and p r e v io u s ly u n p ra cticed motor s k i l l s
were employed to a cq u ire th o se performance s c o r e s .
G e n e r a liz a tio n o f th e r e s u l t s o f t h i s stu d y are v a lid o n ly
to the e x te n t th a t th e s k i l l s lea rn ed are r e p r e s e n t a t iv e
measures o f o th er motor s k i l l s .
2 . L earning and r e le a r n in g were accom plished under
what might be co n sid ered c o n d itio n s o f massed p r a c t i c e .
During o r i g i n a l le a r n in g and r e l e a r n i n g , s u b j e c t s performed
a l l p r a c t ic e t r i a l s during a s i n g l e p r a c t ic e s e s s i o n o f
ap p roxim ately one hou r, a lth o u g h r e s t i n t e r v a l s o f from one
to th ree m inutes (depending on th e s k i l l being measured)
were in te r sp e r s e d during th e p r a c t ic e s e s s i o n . The perform
ance s c o r e s ob tain ed may have been in flu e n c e d by th e se
c o n d itio n s o f p r a c t i c e .
3. The stu d y was r e s t r i c t e d to the le a r n in g and
r e le a r n in g o f new motor s k i l l s by n in e ty c o l l e g e women
e n r o lle d a t Long Beach S t a t e C o l l e g e , Long Beach,
5
C a l i f o r n i a .
Weaknesses o f th e Study
The major w eaknesses o f the stu d y were:
1 . Because o f th e c o n d itio n s o f massed p r a c t ic e
under which le a r n in g and r e le a r n in g o ccu rred , i t i s p o s
s i b l e th a t f a t i g u e may have been a f a c t o r in performance
s c o r e s o b ta in e d . The l a c r o s s e s k i l l proved to be p a r t i c
u l a r l y t i r i n g . S in ce t h i s s k i l l was performed f i r s t by
most s u b j e c t s , i t i s p o s s i b l e th a t t h i s a f f e c t e d the
performance s c o r e s obtained f o r the oth er fou r s k i l l s .
2 . S corin g and tim in g o f le a r n in g and r e le a r n in g
p r a c t ic e t r i a l s , in some c a s e s , was done by two persons
o th er than the i n v e s t i g a t o r . Although an attem pt was made
to in c r e a s e o b j e c t i v i t y by t r a in in g th e se two persons c a r e
f u l l y , i t i s p o s s ib le th a t th ere may have been s l i g h t
d i f f e r e n c e s in a d m in is te r in g the t e s t s . The same person
who had ad m in istered the le a r n in g p r a c t ic e s e s s i o n f o r a
s u b j e c t , however, always a d m in istered the r e le a r n in g
p r a c t i c e s e s s i o n f o r t h a t s u b j e c t .
3- While ev ery e f f o r t was made to d u p lic a te the
o r i g i n a l le a r n in g environment during the r e le a r n in g p r a c t ic e
s e s s i o n s , because o f a b s e n c e s , some s u b j e c t s who had
o r i g i n a l l y p r a c tic e d th e s k i l l s w ith an other s u b je c t p r e se n t
were r e t e s t e d a lo n e . T his f a c t may have in flu e n c e d the
r e le a r n in g s c o r e s ob tain ed t o some d e g r e e .
6
4 . The le n g th o f each timed t r i a l f o r both the
l a c r o s s e s k i l l and th e b alance board was f i f t e e n se c o n d s.
I t may be th a t t h i s le n g th o f tim e was not lon g enough to
secu re e f f e c t i v e le a r n in g . In a d d i t i o n , a lth o u g h th e watch
was stopped w h ile s u b j e c t s were p o s i t i o n i n g th em selv es on
the b alance board a f t e r making an e r r o r , i t may be th a t
s in c e some s u b j e c t s were slow er than o t h e r s , t h i s may have
a f f e c t e d the performance s c o r e s o b ta in e d , p a r t i c u l a r l y dur
ing th e e a r ly s ta g e s of le a r n in g when more err o r s were
com m itted.
5 . On some o c c a s io n s , because o f sch ed uled c l a s s e s ,
the handball c o u rts were not a v a i l a b l e f o r t e s t i n g on the
l a c r o s s e s k i l l . S u b je c ts scheduled a t th o se tim es were
t e s t e d outdoors on g r a s s , u sin g th e same type o f co n c r e te
w a l l , however. Although th e se s u b j e c t s were a l s o r e t e s t e d
o u td o o r s, the d i f f e r e n c e between th e f o o t i n g on c o n c r e te and
the f o o t in g on g ra ss may have a f f e c t e d th e performance
s c o r e s obtained f o r th e se s u b j e c t s .
D e f i n i t i o n o f Terms
In order to c l a r i f y meanings o f words employed in
t h i s stu d y , the fo llo w in g terms are d e fin e d :
O r ig in a l le a r n in g s c o r e .- - S c o r e s a tta in e d in
p r a c t i c e t r i a l s during i n i t i a l le a r n in g o f th e new motor
s k i l l s i n v o lv e d .
I n i t i a l performance s c o r e . --A verage o f s c o r e s made
7
on th e f i r s t f i v e p r a c t ic e t r i a l s o f o r i g i n a l le a r n in g .
T o ta l performance s c o r e . — T o ta l o f th e s c o r e s made
on the f i r s t tw enty p r a c t ic e t r i a l s o f o r i g i n a l l e a r n in g .
P in a l performance s c o r e . --A verage o f s c o r e s made on
l a s t f i v e p r a c t ic e t r i a l s o f o r i g i n a l le a r n in g .
Net ga in s c o r e . - - I n i t i a l performance sc o r e sub
tr a c te d from f i n a l performance s c o r e .
R e te n tio n s c o r e . --S c o r e made on th e f i r s t p r a c t i c e
t r i a l a f t e r tw e n ty -e ig h t days during which th e s k i l l s were
not p r a c t ic e d .
R em in iscen ce.--A n increment in performance o f a
p a r t i a l l y learn ed a c t which cannot be a t t r ib u t e d to phys
i c a l p r a c t ic e o f th a t s k i l l .
Percentage o f r e t e n t i o n .- - R e t e n t i o n sc o r e d iv id e d
by f i n a l performance s c o r e .
S avings s c o r e .--Number o f r e le a r n in g t r i a l s n e c e s
sa ry to retu rn t o f i n a l performance su b tra cted from number
o f t r i a l s to reach f i n a l performance in o r i g i n a l le a r n in g .
Percentage o f s a v i n g s . --S a v in g s sc o r e d iv id e d by
number o f t r i a l s to reach f i n a l performance in o r i g i n a l
l e a r n i n g .
I n i t i a l r e le a r n in g s c o r e . --A verage of s c o r e s made
on f i r s t f i v e p r a c t ic e t r i a l s o f r e t e s t i n g p e r io d .
T o ta l r e le a r n in g s c o r e . - - T o t a l o f s c o r e s made on
the tw enty p r a c t ic e t r i a l s o f r e t e s t i n g p e r io d .
F in a l r e le a r n in g s c o r e . --A verage o f s c o r e s made on
l a s t f i v e p r a c t ic e t r i a l s o f r e t e s t i n g p e r io d .
8
O rg a n iza tio n o f th e Remaining Chapters
A survey o f s e le c t e d l i t e r a t u r e r e l a t i n g to r e t e n
t io n and r e le a r n in g o f v e rb a l m a te r ia ls and o f f i n e and
g ro ss motor a c t i v i t i e s i s p r e se n te d in Chapter I I . The
d e s ig n and procedures f o r th e stu d y are e x p la in e d in
Chapter I I I . S e l e c t i o n o f th e s u b j e c t s , d e s c r i p t i o n o f the
s k i l l s in v o lv e d , and t e s t i n g procedures are Included in
t h i s c h a p ter. Chapter IV c o n ta in s a s t a t i s t i c a l a n a l y s i s
o f d a ta . An i n t e r p r e t a t i o n and d i s c u s s i o n o f f in d in g s may
be found in Chapter V. A summary o f the stu d y , major
f i n d i n g s , and the c o n c lu sio n are p resen ted in Chapter VI.
CHAPTER II
REVIEW OF RELATED STUDIES
The review o f r e l a t e d s t u d i e s p resen ted in t h i s
ch ap ter i s d iv id e d in to two s e c t i o n s . Although few s t u d ie s
were found which were concerned w ith r e t e n t i o n o f g r o ss
motor s k i l l s , many o f th e s t u d ie s review ed r e l a t e d i r e c t l y
to the exp erim en ta l d e s ig n and purpose o f th e p r e se n t stu d y .
The f i r s t s e c t i o n p r e s e n ts r e s u l t s o f s t u id e s which
d ea l w ith c o n d itio n s o f o r i g i n a l l e a r n in g . The many Ind e
pendent v a r ia b le s which have been I n v e s t ig a te d are c a t e g o r
ized under the a rea s o f: degree o f o r i g i n a l l e a r n in g ,
d i s t r i b u t i o n o f p r a c t i c e , type o f ta sk s le a r n e d , and oth er
v a r ia b le s o f o r i g i n a l l e a r n in g . A lthough not in cluded as a
se p a r a te s e c t i o n , th e v a r ia b le o f le n g th o f the in te r im
p erio d b efore r e t e n t i o n t e s t i n g i s co n sid ered throughout
t h i s s e c t i o n .
I n v e s t i g a t i o n s concerned w ith c o n d itio n s surrounding
th e measurement o f r e t e n t i o n are co n sid ered in the second
s e c t i o n . A lso in clu d ed in t h i s s e c t i o n are r e s u l t s o f
s t u d ie s on t r a n s f e r o f le a r n in g and s t u d i e s on r e m in isc e n c e .
9
10
S in ce in many s t u d ie s more than one a s p e c t o f
r e t e n t i o n was c o n s id e r e d , th e r e Is some o v erla p p in g through
out the ch a p ter. However, an attem pt has been made to
m inim ize r e p e t i t i o n by em phasizing on ly p e r t in e n t f in d in g s
under each c a te g o r y .
C on d ition s o f O r ig in a l Learning
In most o f the s t u d ie s on r e t e n t i o n , v a r ia b le s o f
th e o r i g i n a l le a r n in g s i t u a t i o n have been m anipulated in
some way and th e p o s s i b l e e f f e c t s o f such m a n ip u la tio n on
r e t e n t i o n have been i n v e s t i g a t e d .
Degree o f O r ig in a l Learning
The e f f e c t o f th e amount o f o r i g i n a l le a r n in g on
r e t e n t io n has been o f i n t e r e s t to many i n v e s t i g a t o r s . The
term " overlearning" which i s used fr e q u e n tly in the d i s
c u s s io n may be d efin ed as " p ra ctice continued beyond th a t
req u ired f o r some adequate l e v e l o f perform ance." ( 3 : 1 7 1 )
G ilb e r t ( 3 8 ) found th a t r e t e n t i o n o f m eaningful
prose a t in t e r v a ls o f f i v e m in u te s , tw e n ty -fo u r h o u r s, and
f o r t y - e i g h t hours a f t e r o r i g i n a l le a r n in g was an in c r e a s in g
f u n c tio n o f the degree o f o v e r le a r n in g which occurred in
th e i n i t i a l le a r n in g o f the m a t e r ia l. G reater amounts o f
o v e r le a r n in g in th e o r i g i n a l le a r n in g r e s u lt e d in g r e a te r
amounts of r e t e n t i o n .
The r e s u l t s o f o th er s t u d ie s agree w ith t h i s
fin d in g . However, se v e ra l in v e s ti g a t o r s have found th a t
the e f f e c t of o v e rle a rn in g appears to be n e g a tiv e ly a c c e l
e ra ted ; th a t i s , the degree of o v e rle arn in g p re se n ts dimin
ish in g r e tu rn s in terms of r e t e n t i o n . Krueger ( 4 9) had
su b je c ts le a rn l i s t s of twelve m onosyllabic nouns to the
degrees of 50 per cent and 100 per cent o v e rle a rn in g .
R e te n tio n was measured a f t e r i n t e r v a l s of one, two, fo u r,
seven, and tw en ty -eig h t days by both a n t i c i p a t o r y verbal
r e c a l l and by the savings method. At the 50 per cent lev el
of o v e rle a rn in g , the corresponding in cre ase in r e t e n t i o n
f o r the one-day i n t e r v a l was approxim ately the same; t h i s
r a t i o between o v e rle arn in g and r e t e n t i o n increased r a p id ly
as the length of the i n t e r v a l between lea rn in g and r e c a l l
was extended. However, when the degree of o v e rle a rn in g was
100 per c e n t, the corresponding in cre ase in r e t e n t i o n was
u su a lly l e s s , and t h i s p ro p o rtio n did not vary c o n s i s t e n t l y
with the length of the I n t e r v a l . Krueger concluded:
A c e r t a i n degree of o v e rle a rn in g , a t l e a s t 50 per
c en t, is h igh ly economical from the sta n d p o in t of
r e t e n t i o n f o r i n t e r v a l s of two to tw e n ty -e ig h t days,
and the la r g e r the i n t e r v a l the g r e a t e r is th e economy.
F u rth e r in cre ase of o v e rle a rn in g , however, proved to be
uneconomical f o r most i n t e r v a l s . ( 4 9 : 7 8)
Using the same experim ental desig n, Krueger ( 5 0)
used e ig h t f in g e r mazes of a p p a re n tly equal d i f f i c u l t y .
The degrees of o v e rle arn in g employed were 50 per c e n t, 100
per c en t, and 200 per c e n t. R e te n tio n was t e s te d a f t e r
one, two, t h r e e , fo u r, seven, and f o u rte e n days. While the
12
higher degrees of o v e rle arn in g always r e s u lte d in higher
average r e t e n t i o n scores fo r each time i n t e r v a l , the
in crease in r e t e n t i o n from 50 per cent to 100 per cent
ov erlearnin g was more economical than e i t h e r the increase
from no ov erlearnin g to 50 per cent o v e rle arn in g or the
increase from 100 per cent o v e rle arn in g to 200 per cent
o v erlearning . There was no c o n s is te n t v a r i a ti o n between
in crease in r e t e n t i o n and length of time i n t e r v a l . In t h is
study, 100 per cent o v e rle arn in g was most economical.
Rubin-Rabson (65) compared th r e e degrees of over
learning in memorizing piano music. Su bjects learned
s e le c tio n s to the c r i t e r i o n of one smooth memorized t r i a l ,
then overlearned to 50, 100, and 200 per cent l e v e l s .
A fter two weeks, mean r e le a r n i n g t r i a l s showed a d iffe re n c e
of le s s than one t r i a l in s p i t e of the la rg e d if f e r e n c e s in
the t o t a l le a rn in g t r i a l s ( t r i a l s to c r i t e r i o n and over
learn in g t r i a l s ) . A fter seven months th e re were no
s i g n i f i c a n t d iffe re n c e s in r e le a r n in g among the th ree
groups. Rubin-Rabson concluded t h a t "degrees of o v e rle a rn
ing g r e a te r than 50 per cent are a p p a re n tly i n e f f e c t iv e fo r
r e t e n t i o n . " (65:695)
Luh (53) had su b je c ts le a r n l i s t s of nonsense
s y lla b le s to four degrees of lea rn in g : 33 Per cent l e a r n
ing, 67 per cent le a r n in g , 100 per cent le a r n in g , and 150
per cent le a rn in g . R e te n tio n was t e s te d a f t e r i n t e r v a l s of
20 m inutes, 1 , 2 , 3 , 6, 12 hours and 1 , 2 days. R esu lts
13
o f t h i s study show th a t th e d i f f e r e n c e between le a r n in g
curves was g r e a t e s t between curves f o r 33 per cen t and 67
per cen t le a r n in g ; the d i f f e r e n c e between curves f o r 6 7 per
cent and 100 per cent le a r n in g was very much l e s s ; and the
d if f e r e n c e between curves f o r 100 per cen t and 150 per cent
was l e a s t o f a l l . The curves f o r 100 and 150 per cent
le a r n in g o f t e n cr o ss each o th er so th a t i t i s d i f f i c u l t to
t e l l whether an in c r e a s e o f 50 per cen t in le a r n in g
r e s u lt e d in any in c r e a s e in amount o f r e t e n t i o n . (5 3 :4 6 )
As in oth er s t u d i e s , the e f f e c t of d i f f e r e n t d egrees o f
le a r n in g upon th e amount o f r e t e n t i o n f o llo w s the same
n e g a tiv e a c c e l e r a t i o n as does th e curve o f le a r n in g .
In an attem pt to determ ine the e f f e c t o f th e com
bined in flu e n c e o f amount o f p r a c t ic e and le n g th of i n t e r
p o la ted r e s t on r e t e n t i o n o f a p u r su it r o to r t e s t , Jahnke
(45) had s u b j e c t s p r a c t ic e f o r e i t h e r 1 , 2 ^, 5 , or 10
m in u te s, then r e - t e s t e d f o r r e t e n t i o n a f t e r r e s t i n t e r v a ls
o f te n m in u te s, one day, or one week. This " p o s t -r e s t
p r a c tic e " c o n s is t e d of 3 m inutes f o r a l l groups. The
r e s u l t s of t h i s stu d y in d ic a t e th a t on i n i t i a l p o s t - r e s t
performance the amount of r e t e n t i o n ob tain ed in crea sed as
the le n g th o f o r i g i n a l p r a c t ic e in crea sed but was independ
en t o f the time i n t e r v a l between o r i g i n a l le a r n in g and
r e t e n t i o n t e s t i n g even though s l i g h t performance l o s s e s
occurred w ith in crea sed r e s t .
Duncan and Underwood (3 0 ) tr a in e d s u b j e c t s on a
motor p a i r e d - a s s o c ia t e s ta s k f o r 1 0 , 4 0 , 8 0 , and 180
t r i a l s . Two m inutes l a t e r a l l s u b j e c t s were g iv e n 60
t r i a l s on a second s im ila r t a s k . Twenty r e le a r n in g t r i a l s
were g iv e n each s u b je c t tw e n ty -fo u r hours l a t e r and f o u r
te e n months l a t e r on Task I I . A fte r tw e n ty -fo u r hours the
d i f f e r e n t p r a c t ic e groups showed no d if f e r e n c e in r e c a l l .
A fte r fo u r te e n months, f o r g e t t i n g in crea sed as the degree
o f m astery in c r e a s e d . However, r e le a r n in g was r e l a t i v e l y
rapid arid varied s i g n i f i c a n t l y w ith the amount of o r i g i n a l
le a r n in g . The h ig h er l e v e l s o f m astery r e s u lt e d in b e t t e r
r e l e a r n i n g .
In s e v e r a l o th er s t u d i e s c o n f l i c t i n g r e s u l t s have
been found. In another stu d y by Rubin-Rabson ( 6 6 ) the
e f f e c t o f im aginary p r a c t ic e on memorizing piano music was
i n v e s t i g a t e d . Four m inutes of m ental r e h e a r s a l midway dur
ing keyboard le a r n in g , fo u r m inutes of m ental r e h e a r s a l a t
the end of keyboard le a r n in g , and four m inutes of e x tr a
keyboard t r i a l s added to f in is h e d keyboard le a r n in g were the
p r a c t ic e c o n d itio n s employed. A fte r two w eeks, the added
keyboard t r i a l s a f t e r b rin g in g the memorizing to c r i t e r i o n
were r e l i a b l y b e t t e r than an e q u iv a le n t amount o f m ental
r e h e a r s a l f o r r e t e n t i o n , but were about the same as the
midway m ental r e h e a r s a l. A ll d i f f e r e n c e s disappeared a f t e r
sev en m onths. The fo u r minute r e h e a r s a l midway brought
le a r n in g o n ly to the 100 per cent l e v e l and allow ed n e ith e r
m ental nor keyboard o v e r le a r n in g . The added keyboard t r i a l s
15
r e s u lt e d In approxim ately 100 per cen t o v e r le a r n in g . S in ce
the two were the same a t th e end o f two weeks and a f t e r
sev en months, Rubin-Rabson concluded th a t 100 per cent
o v e r le a r n in g was no more e f f e c t i v e fo r r e t e n t i o n than was
no o v e r le a r n in g .
Ammons, e t a l . (13) measured r e t e n t i o n of two p e r
cep tu al-m otor s k i l l s f o llo w in g d i f f e r e n t amounts of i n i t i a l
t r a in in g and f o llo w in g n o -p r a c tic e i n t e r v a l s up to a p p r o x i
m a tely two y e a r s . They used a compensatory p u r su it s k i l l
in which the s u b je c t attem pted to s t a y on t a r g e t by
com pensating f o r the movement o f a model a ir p la n e , and a
p roced u ral s k i l l in which the s u b je c t attem pted to f o llo w a
c o r r e c t sequence o f a c t i o n s .
One group p r a c tic e d the compensatory p u r su it s k i l l
f o r e ig h t hours and were t e s t e d f o r r e t e n t i o n a t n o -p r a c
t i c e in t e r v a ls o f tw e n ty -fo u r h o u r s, one month, s i x months,
one y e a r , and two y e a r s . Only the sub-groups w ithout
p r a c t ic e f o r one and two years showed decrem ents in
performance and th e se were s l i g h t . A ll sub-groups regain ed
t h e ir p reviou s l e v e l of performance w ith in two hours.
Another group was tr a in e d on ly one hour in the o r ig in a l
p r a c t ic e p eriod and r e t e s t e d a t the same n o -p r a c tic e
i n t e r v a ls as the e ig h t hour groups. These sub-groups l o s t
a g r e a te r amount of p r o f ic ie n c y than did the e ig h t hour
groups, but th ere was s t i l l a high amount o f r e t e n t io n and
a l l sub-groups a t ta in e d t h e i r o r i g i n a l l e v e l s o f
16
performance In l e s s than two h o u rs. In view o f the rapid
r e le a r n in g i t would appear th a t the o v e r le a r n in g o f the
e ig h t hour group was not of p a r t ic u l a r b e n e f it to r e t e n
t i o n .
In the p roced u ral s k i l l , one group o f s u b j e c t s was
tr a in e d f o r f i v e t r i a l s and one group was tr a in e d f o r
t h i r t y t r i a l s . R e t e s t s were made a f t e r n o -p r a c tic e i n t e r
v a ls of one m in u te, one day, one month, s i x months, one
y e a r , and two y e a r s . A fte r one y e a r , the group r e c e iv in g
t h i r t y t r a in in g t r i a l s r e ta in e d 50 per cent o f i t s s k i l l ,
w h ile the group r e c e iv in g f i v e t r i a l s r e ta in e d on ly 3° per
cen t of i t s s k i l l . In p r o p o r tio n of p r o f ic ie n c y l o s t , the
l e s s t r a in in g r e c e iv e d and the lo n g e r the n o -p r a c tic e
i n t e r v a l , the g r e a te r the l o s s .
From th e r e s u l t s o f t h e s e two ex p erim en ts, Ammons,
e t a l . conclude th a t r e t r a in in g t o e a r l i e r l e v e l s o f a b so
lu t e p r o f ic ie n c y took more t r i a l s the lo n g e r the n o -p r a ctio e
i n t e r v a l and the g r e a te r the amount o f t r a i n i n g . S u b je c ts
who had r e c e iv e d g r e a te r amounts o f t r a i n i n g had a p p a ren tly
learned more and so had a h ig h er l e v e l o f p r o f ic ie n c y to
reach than th o se w ith l e s s t r a i n i n g .
Purdy and Lockhart (62) found th a t s u b j e c t s who had
a h ig h er l e v e l o f m astery on o r i g i n a l le a r n in g r e ta in e d
more in a b s o lu te s c o r e s a f t e r one year o f n o -p r a c tic e on
g ro ss motor s k i l l s , but when p r o p o rtio n o f m a te r ia l
r e ta in e d was c o n s id e r e d , d i f f e r e n c e s did not d i f f e r
17
s i g n i f i c a n t l y from low l e v e l s o f perform ance.
Summary and d is c u s s io n
The assum ption th a t degree of o r i g i n a l le a r n in g i s
an important f a c t o r in r e t e n t i o n o f th a t le a r n in g has been
in v e s t i g a t e d in many s t u d i e s . The primary concern of most
i n v e s t i g a t o r s appears to have been the e x a c t degree o f
o r i g i n a l le a r n in g which i s most e f f e c t i v e or most econom
i c a l fo r r e t e n t i o n . The s t u d i e s review ed d e a lt w ith v a r i
ous ta sk s in c lu d in g nonsense s y l l a b l e s , m eaningful verb al
m a t e r ia ls , f i n e motor t a s k s , and g r o ss motor t a s k s . In
a d d it io n , le n g th s of i n t e r v a ls a f t e r which the e f f e c t of
the degree o f o r i g i n a l le a r n in g on r e t e n t i o n was t e s t e d
v aried from te n m inutes to as long as two y e a r s . The
d if f e r e n c e in ta sk s learned and the d if f e r e n c e in time
i n t e r v a l may account in part fo r the la c k o f agreement
regard in g the degree of le a r n in g or o v e r le a r n in g which i s
most econom ical f o r r e t e n t i o n .
Most of the s t u d ie s reviewed do agree th a t o v e r
le a r n in g enhances r e t e n t i o n but th a t the r e s u l t s o f o v e r
le a r n in g f o llo w a curve o f n e g a tiv e a c c e l e r a t i o n ; th a t i s ,
beyond a c e r t a in unknown p o in t o v e r le a r n in g does not
improve r e t e n t i o n .
D i s t r i b u t i o n of P r a c tic e
18
S e v e r a l s t u d i e s were found which d e a lt w ith the
e f f e c t o f d i s t r i b u t i o n of p r a c t i c e p erio d s during o r i g i n a l
le a r n in g on r e t e n t i o n . Cain and W ille y (27) stu d ied
r e t e n t i o n o f nonsense s y l l a b l e s lea rn ed by d is t r ib u t e d and
massed p r a c t i c e . The d is t r ib u t e d p r a c t ic e groups learned
6 , 9 , and 12 item s on s u c c e s s iv e days w h ile th e massed
p r a c t ic e group lea rn ed 12 item s th e f i r s t day. Twelve
items were r e le a r n e d a f t e r va rio u s tim es o f one, t h r e e ,
and seven days by a l l g r o u p s. R e c a ll s c o r e s were s t a t i s
t i c a l l y s i g n i f i c a n t in fa v o r o f th e d is t r i b u t e d p r a c t ic e
group a f t e r a l l th r e e r e s t i n t e r v a l s . The d i f f e r e n c e s in
th e r e le a r n in g s c o r e s were not so g r e a t , alth ou gh the
h ig h er p erce n ta g e s were c o n s i s t e n t l y in fa v o r o f the d i s
tr ib u te d p r a c t ic e group. The authors s u g g e s t , however,
th a t the d i s t r i b u t e d p r a c t ic e group had the advantage o f
more p r a c t ic e in r e c a l l , a f a c t which may have been
r e s p o n s i b l e - f o r the h ig h er r e t e n t i o n s c o r e s . Had t h i s
e f f e c t been e lim in a t e d , i t is p o s s ib le th ere would have
been no d i f f e r e n c e in r e t e n t i o n between the two g r o u p s .
Hovland (43) a l s o employed nonsense s y l l a b l e s to
compare r e t e n t i o n f o llo w in g le a r n in g to the same c r i t e r i o n
by massed and d i s t r i b u t e d p r a c t i c e . S u b je c ts relea rn ed
l i s t s of nonsense s y l l a b l e s a t i n t e r v a l s of s i x se c o n d s,
two m in u te s, te n m in u te s, and tw e n ty -fo u r hours a f t e r the
19
o r i g i n a l le a r n in g . A fte r s i x seconds and two m in u tes,
r e t e n t i o n under th e two c o n d itio n s was about eq u a l. A fte r
te n m inutes and tw e n ty -fo u r hours had e la p s e d , however, the
d i s t r i b u t e d p r a c t ic e groups showed s u p e r io r r e t e n t i o n . In
a d d i t i o n , the m a te r ia l learn ed by d i s t r i b u t e d p r a c t ic e was
r e le a r n e d w ith few er t r i a l s than th a t learn ed by massed
p r a c t ic e a t every time i n t e r v a l . In an other experim ent
u sin g nonsense s y l l a b l e s , Hovland (44) found th a t both
r e c a l l and r e le a r n in g sco res in d ic a te d b e t t e r r e t e n t io n
a f t e r d i s t r i b u t e d p r a c t ic e than f o llo w in g massed p r a c t i c e .
In a stu d y on memorizing piano m u sic, Rubin-Rabson
(64) used r e s t i n t e r v a l s o f z e r o , on e, and tw en ty -fo u r
h ou rs. A fte r a two weeks p e r io d , s u b j e c t s from both d i s
tr ib u te d p r a c t ic e p e r io d s showed h ig h e r r e le a r n in g sco res
than did the s u b j e c t s who learned under c o n d itio n s of
massed p r a c t i c e .
Jahnke and Duncan (46) a l s o found d is t r ib u t e d
p r a c t ic e during o r i g i n a l le a r n in g su p e r io r in r e t e n t i o n .
D is tr ib u t e d p r a c t ic e groups learn ed a p u r su it r o to r ta sk in
two c y c le s o f t e n seconds work, tw enty seconds r e s t , and
f i v e seconds work, t w e n ty - fiv e seconds r e s t f o r a t o t a l o f
s i x m inutes p r a c t i c e . Massed p r a c t ic e groups p r a c tic e d
c o n tin u o u s ly f o r s i x m in u tes. R e te n tio n was t e s t e d a f t e r
r e s t p erio d s o f t e n m in u te s , one day, one, two, t h r e e , or
fou r weeks. The massed p r a c t ic e groups had lower perform
ance a t a l l time i n t e r v a ls than did d is t r i b u t e d p r a c t ic e
groups.
Using th ree d i f f e r e n t s k i l l s o f a Rudder Control
T e s t , a Complex C oord in ation T e st in which s e r i e s o f l i g h t s
were m an ip u lated , and a R otary P u r s u it T e s t , Reynolds and
B ilo d e a u (6 3 ) found th a t on f i r s t r e t e n t i o n t e s t s a f t e r 10
w eeks, d is t r ib u t e d p r a c t ic e groups performed b e t te r than
massed p r a c t ic e groups. However, w ith continued t e s t i n g
during the r e t e n t i o n p e r io d , between group d i f f e r e n c e s
tended to d i s s i p a t e .
Dore and H ilgard (29) had one group le a r n a Koerth
p u r s u it r o to r ta s k u sin g spaced p r a c t ic e e a r l y , then
massed p r a c t i c e . A second group used massed p r a c t ic e
e a r l y , then spaced p r a c t i c e . Both groups were t e s t e d on a
f i n a l t r i a l one minute a f t e r le a r n in g was co m p leted . No
r e a l d i f f e r e n c e s in r e t e n t i o n were found between the two
groups. The d i s t r i b u t i o n o f p r a c t ic e did not seem to
a f f e c t r e t e n t i o n .
The e f f e c t s o f in te r p o la t e d time i n t e r v a ls on
r e t e n t i o n o f performance on the s t a b i l i m e t e r was in v e s
t ig a t e d by Massey (57)* Three groups o f s u b je c ts learned
th e s k i l l u sin g d i f f e r e n t time p a t t e r n s . The p a tte r n s
were: Group I p r a c tic e d th r e e days a week, Monday,
Wednesday and F r id a y , f o r f i v e weeks f o r a t o t a l o f 15
p r a c t ic e p e r io d s . Group I I p r a c tic e d f i v e c o n s e c u tiv e days
of the week f o r f i v e w eeks, f o r a t o t a l o f 25 p r a c t ic e
p e r io d s . The th ir d group fo llo w e d a summation s e r i e s w ith
p r a c t i c e on the f o llo w in g days: 1 , 1 , 2 , 3 , 5 , 8 , 1 3 , 2 1 ,
and 34. This group had a t o t a l o f 9 p r a c t i c e s . A ll groups
were t e s t e d f o r r e t e n t i o n two weeks a f t e r t h e i r f i n a l p ra c
t i c e . When th e performance l e v e l o f each group on the
r e t e n t i o n t e s t was compared w ith th e grou p 's own perform
ance on the f i n a l day o f p r a c t i c e , no s t a t i s t i c a l l y
s i g n i f i c a n t d i f f e r e n c e s were found. R e te n tio n was not
a f f e c t e d by th e number o f p r a c t i c e s nor by t h e i r p a r t ic u la r
d i s t r i b u t i o n . F u r th e r , th e r e was no s i g n i f i c a n t d i f f e r e n c e
between the performance on the r e t e n t i o n t e s t of Groups I
and I I although Group I I had had te n more p r a c t ic e t r i a l s
during o r i g i n a l le a r n in g .
Summary and d is c u s s io n
In examining the s t u d ie s d e a lin g w ith the e f f e c t of
d i s t r i b u t i o n o f p r a c t i c e p erio d s on r e t e n t i o n , no d e f i n i t e
agreement was found. In f i v e of th e i n v e s t i g a t i o n s i t was
concluded th a t d is t r ib u t e d p r a c t i c e p erio d s were more
e f f e c t i v e f o r r e t e n t i o n than massed p r a c t ic e p e r io d s.
Three in v e s t i g a t o r s found no s i g n i f i c a n t d i f f e r e n c e s in
d i s t r i b u t i o n s o f p r a c t i c e as th ey a f f e c t r e t e n t i o n . I t
should be n o ted , however, th a t varying d e f i n i t i o n s of
d is t r ib u t e d p r a c t i c e seem to be employed. R est i n t e r v a ls
between t r i a l s in d is t r ib u t e d p r a c t ic e range from tw enty
seconds (46) to as long as two days (5 7 )• No in v e s t ig a to r s
found massed p r a c t ic e p erio d s to be more e f f i c i e n t than
22
d is t r ib u t e d p r a c t ic e p e r io d s in r e t e n t i o n . However, in two
s t u d i e s , review ed under th e s e c t i o n on r e m in isc e n c e (47,
4 4 ) , i t was found th a t g r e a te r r e m in iscen ce occurred when
o r i g i n a l le a r n in g was under massed p r a c t i c e c o n d i t i o n s . In
view of the c o n f l i c t i n g r e s u l t s , i t does not seem p o s s i b l e
to make a g e n e r a liz e d statem en t about th e e f f e c t o f
d i s t r i b u t i o n o f p r a c t ic e p erio d s on r e t e n t i o n .
Type of Tasks Learned
The e f f e c t on r e t e n t io n of the type o f ta sk learn ed
has been i n v e s t i g a t e d in a g rea t many s t u d i e s . For conven
ie n c e o f r e f e r e n c e , t h i s s e c t i o n i s d iv id ed in to s t u d ie s
d e a lin g w ith v erb a l m a t e r i a l s , f i n e motor s k i l l s , gross
motor s k i l l s , and v e r b a l versus motor s k i l l s .
Verbal m a te r ia ls
Ebbinghaus (2) in 1885 publish ed Memory, which was
th e p io n eer stu d y In r e t e n t i o n . In order to e lim in a te pre-
e s t a b lis h e d a s s o c i a t i o n s , Ebbinghaus used nonsense s y l
l a b l e s , a d e v ic e s t i l l w id e ly employed in exp erim en tal
s t u d ie s on r e t e n t i o n o f v erb a l m a t e r i a l s . In what Is f r e
q u e n tly r e fe r r e d to as the c l a s s i c curve of r e t e n t i o n f o r
sequences o f nonsense s y l l a b l e s , Ebbinghaus r e ta in e d
ap p roxim ately t w e n t y - f iv e per cent of o r i g i n a l le a r n in g
a f t e r s i x days of n o - p r a c t ic e . L e a v it t and S c h lo sb e r g (52)
found th a t a f t e r te n weeks o f n o - p r a c t ic e , s u b j e c t s
23
r e ta in e d o n ly about te n per cen t o f a s e r i e s o f f i f t e e n
nonsense s y l l a b l e s . Both o f th e above r e t e n t i o n curves
show n e g a tiv e a c c e l e r a t i o n . F o r g e tt in g i s rapid imme
d i a t e l y a f t e r le a r n in g ; t h i s rapid d e c lin e i s fo llo w e d by a
l e v e l i n g o f f w ith f o r g e t t i n g o ccu rrin g a t a slow er r a t e .
M eaningful v erb a l m a te r ia ls are q u ic k ly learn ed and
are b e t te r r e ta in e d than nonsense s y l l a b l e s (8 :7 3 1 )•
W orcester (77) learn ed tw en ty 100-word s e l e c t i o n s from the
prose w r it in g s o f Matthew Arnold and Thomas Huxley in 1915.
F iv e years l a t e r he r e le a r n e d the m a te r ia l in approxim ately
55 Per cen t o f the time req u ired in 1 9 1 5 *
S e v e r a l s t u d ie s were found which d e a lt w ith r e t e n
t i o n of s u b je c t m atter p resen ted in academic c o u r s e s .
McKeachie and Solomon ( 5 6 ) found t h a t a f t e r a fou r to e ig h t
month p e r io d , stu d e n ts r e ta in e d over 80 per cen t o f m ate
r i a l learn ed in a g e n e r a l p sy ch o lo g y c o u r se . In r e t e s t i n g
stu d e n ts in high s c h o o l ch em istry one year f o llo w in g the
co m p letio n of th e c o u r s e , Sm eltz (6 9 ) found th a t stu d e n ts
r e ta in e d a p p roxim ately 68 per cen t o f th e Inform ation
a c q u ir e d . Cederstrom (28) conducted a stu d y w ith a group
o f c o l l e g e stu d e n ts who were r e t e s t e d , w ith no o p p o rtu n ity
f o r r e v ie w , one year a f t e r co m p letio n o f a course in z o o l
ogy. S tu d en ts r e ta in e d from 60 to 80 per cent of the gain
made during the c o u r se . A stu d y by Myers ( 5 8 ) in which a
group o f 107 c o l l e g e g i r l s were t e s t e d one year a f t e r th ey
com pleted a course in American h i s t o r y , shows th a t
24
ap p ro x im a tely 60 per cen t o f the i n i t i a l a c q u i s i t i o n was
r e ta in e d a f t e r th a t le n g th o f tim e.
F in e motor s k i l l s
One of the f i r s t experim ents on r e t e n t i o n o f f i n e
motor s k i l l s was conducted by S w ift (71) who used t y p e
w r it in g as the s k i l l measured. T his stu d y showed th a t
a f t e r a two year n o -p r a c tic e p e r io d , S w ift r e ta in e d about
6 7 per cent o f h is ty p in g speed and th a t r e le a r n in g to h is
p rev io u s l e v e l o f s k i l l was very r a p id . Another stu d y on
t y p e w r itin g which shows a high degree of r e t e n t i o n and
rapid r e le a r n in g was done by H i l l . ( 4 l) H i l l t e s t e d him
s e l f on ty p in g speed a t th e ages o f 30, 55 and 80. At the
age o f 55* h is speed on th e f i r s t p r a c t i c e p eriod was equal
to the speed o r i g i n a l l y a t ta in e d a f t e r tw en ty -sev e n days of
p r a c t i c e . At the age o f 80, e ig h t p r a c t ic e p eriod s were
req u ired to a t t a i n t h i s same sp eed .
In stu d y in g r e t e n t i o n curves f o r m azes, T sa i (73)
had s u b j e c t s le a r n a s t y l u s maze to the c r i t e r i o n of
m astery o f th r e e p e r f e c t t r i a l s in s u c c e s s io n . The maze
was r e le a r n e d to the same c r i t e r i o n a t v a r io u s in t e r v a ls up
to nine w eeks. A fte r nine weeks s u b j e c t s r e ta in e d approx
im a tely 80 per cen t a cc u r a c y , 70 per cen t sp e ed , and
r e le a r n e d to the c r i t e r i o n o f m astery in h a l f the number o f
t r i a l s req u ired in th e o r i g i n a l le a r n in g .
In a stu d y by Neumann and Ammons (59)* s u b j e c t s
25
learn ed to m anipulate a s e r i e s o f t o g g le sw itc h e s to the
c r i t e r i o n o f two s u c c e s s i v e e r r o r l e s s t r i a l s . One year
l a t e r one group o f s u b j e c t s r e le a r n e d to th e same c r i t e
r io n . They rep o rted alm ost com plete l o s s o f learn ed s k i l l
w ith o n ly 15 per cen t r e t e n t i o n . However, th e r e le a r n in g
was rapid w ith s u b j e c t s r e tu r n in g t o t h e i r p rev io u s l e v e l
o f s k i l l in t h i r t y - s i x t r i a l s as compared to f i f t y - s e v e n
t r i a l s in o r i g i n a l l e a r n in g . B a t t i g , e t a l . (19) t e s t e d
r e t e n t i o n o f a compensatory tr a c k in g s k i l l in which sub
j e c t s t r ie d to s t a y on t a r g e t by m an ip u latin g a s t i c k con
t r o l . S u b je c ts had extended p r a c t ic e of 10 t r i a l s per day
f o r 100 days. The r e s u l t o f t h i s stu d y show th a t th ere was
a h igh degree of r e t e n t i o n a f t e r 223 days o f r e s t .
L e a v it t and S ch lo sb e r g (52) tr a in e d s u b j e c t s on a
m od ified Koerth p u r su it r o to r f o r te n t r i a l s o f t h i r t y
seconds each w ith t h i r t y seconds r e s t between t r i a l s . Ten
weeks l a t e r , s u b j e c t s r e ta in e d about 78 per cent o f t h e i r
s k i l l .
A fte r a one year i n t e r v a l , B e l l (22) found th a t
s u b j e c t s r e ta in e d 71 per cen t o f t h e i r o r i g i n a l performance
s c o r e s on a p u r s u it r o to r s k i l l . The average r e t e n t i o n
sco re was equal t o th e average sc o r e made on t r i a l nine of
tw enty o r i g i n a l le a r n in g t r i a l s ; however, a f t e r e ig h t
r e le a r n in g t r i a l s , s u b j e c t s had regain ed a l l th a t was l o s t
in th e one year n o - p r a c tic e i n t e r v a l .
Eysenck (33) found even a h ig h e r p ercen tage of
2 6
r e t e n t i o n o f the p u r s u it r o to r s k i l l . He had e ig h t sub
j e c t s p r a c t ic e the p u r su it r o to r f o r 50 f if t e e n - m in u t e
p e r io d s o f p r a c t i c e . A fte r one y e a r , 3 f u r th e r t r i a l s o f
f i f t e e n m inutes each were g iv e n . On the f i r s t r e le a r n in g
t r i a l , the mean o v e r a ll r e t e n t i o n in p r o p o rtio n o f tim e on
t a r g e t was about 90 per c e n t . By t r i a l 3* in r e le a r n in g ,
s u b j e c t s were perform ing a t a h ig h er l e v e l o f p r o f ic ie n c y
than on t r i a l 50 one year b e fo r e .
E l l i s , P ryer, and B a rn ett (32) compared r e t e n t i o n
o f a p u r su it r o to r s k i l l in m e n ta lly normal and m e n ta lly
d e f e c t i v e s u b j e c t s a f t e r a n o -p r a c tic e i n t e r v a l o f tw en ty-
e ig h t d a y s. They found th a t the a b so lu te amount l o s t a f t e r
tw e n ty -e ig h t days did not d i f f e r in normals and d e f e c t i v e s ,
but th a t the normals made a r e l a t i v e l y g r e a te r g a in than
th e d e f e c t i v e s in r e le a r n in g the motor s k i l l .
Gross motor s k i l l s
Very few s t u d i e s on th e r e t e n t i o n o f g r o ss motor
s k i l l s were found. The four s t u d ie s reviewed here in v o lv e
r e l a t i v e l y long p erio d s o f n o - p r a c t ic e . S w ift (72) stu d ied
r e t e n t i o n of a b a ll t o s s i n g s k i l l n e a rly two y ea rs a f t e r
o r i g i n a l le a r n in g . He found no l o s s of s k i l l . When
r e t e s t e d about fo u r years l a t e r , or s i x years a f t e r
o r i g i n a l l e a r n i n g , much o f the acquired s k i l l had been l o s t
but the p r o c e ss o f r e le a r n in g was rapid w ith o n ly e le v e n
days req u ired to r e g a in s k i l l which in o r i g i n a l le a r n in g
had required 42 days o f p r a c t i c e .
B atson ( l6 ) did v ariou s s t u d ie s on b a l l t o s s i n g but
h is f i n d i n g s , l i k e th o se o f S w i f t , are based on the
performance o f in d iv id u a l s u b j e c t s . One s u b j e c t , a f t e r a
n o -p r a c tic e p eriod o f 265 d a y s, made a h ig h er sco re than
he had ever made b efo re ex cep t fo r h i s l a s t day o f o r i g i n a l
p r a c t i c e where he had made a sudden r i s e . Another s u b j e c t ,
a f t e r 613 days o f n o - p r a c tic e made n ea rly as good a sco re
as he had ev er made b e f o r e . The next day t h i s s u b je c t s u r
passed any p rev io u s r e c o r d .
In 1924, Braden (23) had s u b j e c t s t o s s 200 b a l l s a
day in to a box tw elv e f e e t away. The le a r n in g experim ent
continued f o r 100 days . A fte r about 22 months a r e t r i a l
was g iv en f o r 18 days and another such r e t r i a l was g iv e n
about 29 months a f t e r o r i g i n a l le a r n in g . On both the f i r s t
and second r e t r i a l s , s u b j e c t s reached a l e v e l o f perform
ance in ten t r i a l s which i t had taken over f i f t y t r i a l s to
reach in o r i g i n a l le a r n in g .
A r e c e n t stu d y in v o lv in g r e t e n t i o n o f g ro ss motor
s k i l l s was conducted by Purdy and Lockhart ( 6 2 ). T h ir ty -
s i x c o l l e g e women were r e t e s t e d a f t e r ap p roxim ately one
y ea r o f n o - p r a c tic e on novel s k i l l s . The t o t a l group r e
ta in e d 9^ Per c en t o f i t s b est performance on o r i g i n a l
le a r n in g and r e le a r n in g to p r e v io u s ly a t ta in e d s k i l l l e v e l s
was r a p id . A fte r th ree days o f p r a c t i c e , s u b j e c t s regained
th e l e v e l o f p r o f ic ie n c y acq u ired in te n days o f o r i g i n a l
28
l e a r n i n g .
Verbal ta sk s versus motor ta sk s
The degree to which verb al le a r n in g c o n t r ib u t e s to
the le a r n in g o f any motor ta sk cannot be a s c e r t a in e d .
B u g e lsk i s t a t e d th a t:
None o f t h e s e ta sk s when lea rn ed or p r a c tic e d by
human s u b j e c t s can be co n sid ered p u r e ly ' m o t o r .1 There
are obvious v e rb a l components in any a c q u i s i t i o n o f
motor s k i l l s . . . . ( 1 : 3 1 5 )
However, in s e v e r a l s t u d i e s an attem pt has been made to
compare r e t e n t i o n o f verb a l m a te r ia ls and motor s k i l l s .
Freeman and Abernethy (3^) compared r e t e n t i o n of
ty p e w r itin g and s u b s t i t u t i o n o f analogous m a t e r ia l. One
group learn ed t o type a paragraph u sin g covered keys and a
drawing o f a keyboard placed in view of th e le a r n e r . A
second group learned to s u b s t i t u t e d i g i t s fo r th e l e t t e r s
in th e same paragraph w ith corresp on d in g numbers placed
b efo re the le a r n e r . Both groups rele a r n e d to c r i t e r i o n
a f t e r two weeks and a f t e r te n w eek s. At the end o f two
weeks th e r e was no d i f f e r e n c e in th e r e t e n t i o n o f th e two
s k i l l s . A fte r te n w eeks, however, r e le a r n in g o f t y p e w r it
ing was s u p e r io r in every way.
B ecause o f c r i t i c i s m th a t the s u p e r io r r e t e n t i o n of
ty p e w r itin g might have been due to the e f f e c t o f the f i r s t
r e le a r n in g , Freeman and Abernethy (35) rep eated th e same
experim ent excep t th a t the f i r s t r e le a r n in g period was
o m itte d , w ith r e le a r n in g occu rrin g only te n weeks a f t e r
29
o r i g i n a l le a r n in g . A gain, th ey found s u p e r io r r e t e n t i o n of
ty p e w r itin g over s u b s t i t u t i o n . The d i f f e r e n c e in t h i s
exp erim en t, however, was much g r e a te r than b e f o r e . The
au thors concluded " th is i n d ic a t e s th a t the p resen ce of the
f i r s t r e le a r n in g , in ste a d o f being r e s p o n s ib le f o r the
s u p e r io r r e t e n t i o n of ty p e w r itin g a c t u a l l y reduced i t . "
(35:333-3*0
Waters and P oole { j 6) compared the r e l a t i v e r e t e n
t i o n v a lu es of s t y l u s and m ental mazes which were learned
to d i f f e r e n t d e g r e e s . They found no d i f f e r e n c e in th e
r e t e n t i o n of verb a l and motor h a b i t s . Instead th e y con
clu d e th a t r e t e n t i o n o f th e s e h a b its i s determ ined by the
degree of o r i g i n a l le a r n in g r a th e r than by t h e i r v er b a l or
motor c h a r a c t e r i s t i c s . The r e s u l t s o f a study by Van T i l -
borg (75) agree w ith th e se f in d i n g s . Using m ental and
f in g e r m azes, he found th a t v e rb a l h a b its were r e ta in e d as
w e l l as n o n -v erb a l ones.
In stu d y in g the com parative r e t e n t i o n v a lu es o f
maze h a b its and of nonsense s y l l a b l e s , McGeoch and Melton
(55) had s u b j e c t s le a r n to a c r i t e r i o n o f one p e r f e c t
t r i a l . One week: l a t e r , s u b j e c t s rele a r n e d to a c r i t e r i o n
o f th r e e p e r f e c t t r i a l s . When r e t e n t i o n was measured by
th e sa v in g s methods in terms of t r i a l s , nonsense s y l l a b l e s
were much b e t t e r r e ta in e d than were maze h a b i t s . However,
when time and e r r o r s were c o n s id e r e d , t h i s s u p e r io r i t y was
not e v id e n t. When r e le a r n in g was to one p e r f e c t t r i a l ,
30
th e sa v in g s in t r i a l s were much c l o s e r to g e th e r alth ou gh
th e s y l l a b l e s s t i l l exceeded the m azes. In terms o f tim e
and e r r o r s , comparisons favored th e m azes. On the b a s is o f
t h e s e fin d in g s th e authors concluded th a t nonsense s y l l a b l e
l i s t s are b e t te r r e ta in e d i f sa v in g s in t r i a l s are measured
and th a t n e ith e r the s y l l a b l e s or mazes are un iform ly su p e
r i o r i f time or erro rs are used as measures o f r e t e n t i o n .
In another experim ent in which r e t e n t i o n o f a maze
h a b it and of nonsense s y l l a b l e s was compared a f t e r e ig h t
weeks o f n o -p r a c tic e or r e le a r n in g and a l s o w ith an I n t e r
p o la te d r e le a r n in g a f t e r one week, McGeoch (5^) found th a t
when no in te r v e n in g le a r n in g o ccu rred , nonsense s y l l a b l e s
were u n iform ly somewhat b e t t e r r e ta in e d than th e maze h a b it
a f t e r e ig h t weeks. When a r e le a r n in g period was i n t e r
p o la te d a f t e r one week, the s y l l a b l e l i s t s were s t i l l
su p e r io r in terms of t r i a l s but to a much sm a lle r degree
a f t e r e ig h t weeks. In terms o f time and e r r o r s , the maze
was s u p e r io r by s u b s t a n t i a l amounts. McGeoch concluded
th a t the r e le a r n in g a f t e r one week stren g th en ed the maze
h a b it more e f f e c t i v e l y than th e nonsense s y l l a b l e s .
In th e same exp erim en t, McGeoch a l s o compared
r e t e n t i o n o f a Warden 1 0 - a l l e y s t y l u s maze and a 1 0 - l e t t e r
P e te r s o n R a tio n a l Learning Problem. R e te n tio n was t e s t e d
a f t e r th r e e weeks w ith and w ith out a r e le a r n in g p eriod
a f t e r one week. When th e r e was no in te r v e n in g r e le a r n in g ,
the r a t i o n a l le a r n in g problem was b e t t e r r e ta in e d than th e
31
s t y l u s maze. At second r e le a r n in g a f t e r th r e e w eeks, the
r a t i o n a l le a r n in g problem was s t i l l b e t te r r e ta in e d but th e
d i f f e r e n c e s were c o n s id e r a b ly sm a lle r than when no i n t e r
vening r e le a r n in g occu rred . McGeoch concluded:
. . . m a te r ia ls which are verb a l and i d e a t i o n a l in
ch a ra cter a r e , when learn ed to a uniform c r i t e r i o n ,
uniform ly r e t a in e d , over both r e l a t i v e l y sh o rt and
r e l a t i v e l y lon g i n t e r v a l s , b e t te r than are maze
h a b it s . (5^:679)
He does s u g g e s t , however, th a t in te r v e n in g p r a c t i c e improves
r e t e n t i o n o f maze h a b its more than i t does v erb a l h a b i t s .
L e a v itt and S c h lo sb erg (52) compared r e t e n t i o n o f
nonsense s y l l a b l e w ith th a t of a performance on a m o d ified
Koerth p u r su it r o t o r . The authors cla im th a t th ere i s very
l i t t l e verb a l component in v o lv ed in le a r n in g on th e p u r su it
r o t o r . The amount o f p r a c t ic e on the verb al ta sk and the
motor ta sk was made th e same in an e f f o r t to equate th e
amount o f le a r n in g which occu rred . Four groups o f tw elv e
each were t e s t e d at r e t e n t i o n in t e r v a ls o f one, s e v e n ,
t w e n t y - e ig h t , and s e v e n ty d ays. At a l l fo u r i n t e r v a ls the
p u r su it r o to r s k i l l was r e ta in e d c o n sid e r a b ly b e t t e r . The
i n v e s t i g a t o r s a t t r i b u t e th e s u p e r io r it y o f the p u r su it
r o to r to i t s more u n ita r y nature and to i t s freedom from
r e t r o a c t i v e i n t e r f e r i n g e f f e c t s of d a i l y v erb a l behaviour.
Van Dusen and S ch lo sb erg (7*0 t e s t e d t h i s p o s s i b i l
i t y by comparing r e t e n t i o n o f a v erb a l and a motor ta s k
w ith the same type or o r g a n iz a t io n , th a t o f p aired a s s o
c i a t e s . A panel c o n ta in in g two s e t s o f e ig h t t o g g le
s w itc h e s each la b e le d w ith nonsense s y l l a b l e s served as the
in stru m en t. S u b je c ts named the s y l l a b l e s as th e y snapped
the in s id e t o g g le s w itc h , then t r i e d to match the sw itch or
s y l l a b l e to i t s corresponding o u ts id e sw itc h or s y l l a b l e .
R e te n tio n was t e s t e d a f t e r on e, s e v e n , and tw e n ty -e ig h t
d ays. Although the s w itc h e s were lea rn ed s i g n i f i c a n t l y
b e t t e r , th ere was no d if f e r e n c e between r e t e n t i o n a t any of
the r e t e n t io n i n t e r v a l s . The authors agree w ith L e a v itt
and S ch lo sb erg th a t " su p erior r e t e n t i o n o f c e r t a in motor
s k i l l s i s due to t h e i r o r g a n iz a t io n , r a th e r than to the
f a c t th a t th ey are m otor." (7^*533)
Summary and d is c u s s i o n
The s t u d ie s which were review ed on r e t e n t i o n o f
verb al m a te r ia ls in d ic a te th a t nonsense s y l l a b l e s are not
w e ll r e t a in e d . R e te n tio n of s u b je c t m atter p resen ted in
academic cou rses is h ig h , ranging from about 60 to above
80 per cent r e t e n t i o n a f t e r lon g p e r io d s o f tim e.
R e s u lts o f s t u d ie s on r e t e n t i o n o f f i n e motor
s k i l l s do not p r e se n t a c l e a r - c u t p i c t u r e . P ercen tages o f
r e t e n t i o n range from 15 per c en t to 90 Per c e n t. However,
w ith one e x c e p tio n (59) p ercen ta g es o f r e t e n t i o n obtained
are above th e 50 Per cen t l e v e l . There i s a g en era l
consensus th a t r e le a r n in g o f f i n e motor s k i l l s is rapid
a f t e r p e r io d s o f n o - p r a c t ic e .
The few s t u d ie s which d e a l w ith r e t e n t i o n of g ro ss
33
motor s k i l l s show a un iform ly high r a te o f r e t e n t i o n a f t e r
long p e r io d s o f tim e .
S tu d ie s which compare r e t e n t i o n o f v erb a l and motor
ta sk s show c o n f l i c t i n g r e s u l t s . R e s u lts o f s t u d ie s
reviewed show th a t verb a l ta sk s are b e t t e r r e t a i n e d , th a t
motor ta sk s are b e t t e r r e t a i n e d , and th a t th e r e i s no
d i f f e r e n c e in r e t e n t i o n o f verb al and motor t a s k s .
In a tte m p tin g to e v a lu a te the somewhat c o n t r a d ic
t o r y r e s u l t s of th e s t u d ie s review ed in t h i s a r e a , i t would
appear th a t o th er f a c t o r s are p r e s e n t. I t may be th a t
r e t e n t i o n o f a ta s k depends upon th e u n ita r y nature o f th e
ta sk and i t s freedom from r e t r o a c t i v e i n h i b i t i o n r a th e r
than on the verb a l or motor components o f th e t a s k . Gagne
and Fleishm an s ta t e d :
Summarizing th e e v id en ce from a number o f s t u d i e s ,
i t appears th a t th e kind of human a c t i v i t i e s most
r e s i s t a n t to f o r g e t t i n g are motor s k i l l s o f th e type
which are continuous r a th e r than d i s c r e t e . ( 3 : 1 7 3)
These authors d e f in e a motor s k i l l o f th e con tin u ou s type
as one "where the t o t a l s e t o f r e s p o n s e s , alth ou gh o b v io u s
l y s e q u e n t ia l in c h a r a c te r , i s a l s o c o n tin u o u s ly grad ed , so
th a t the s u c c e s s i v e s te p s can be on ly a r b i t r a r i l y i d e n t
i f i e d . " (3 :3 9 -^ 0 ) Examples of such s k i l l s g iv en are
r id in g a b i c y c l e , w alk in g , swimming, and s k a t in g . In
support o f t h i s h y p o t h e s is , Naylor and B rig g s s t a t e d :
. . . the r e t e n t i o n o f an a r b it r a r y sequence of
resp o n ses (whether v e rb a l or motor) i s l e s s than th e
r e t e n t i o n o f r e sp o n se s which occur in m eaningful
34
sequences or w ith p a ttern ed o r g a n iz a t io n . Thus, a t
p resen t th ere i s no adequate ev id en ce f o r th e i n t r i n s i c
s u p e r io r i t y o f r e t e n t i o n f o r motor h a b its over verb a l
h a b it s . R ath er, the d i f f e r e n c e s found are most l i k e l y
to be a r t i f a c t s o f e i t h e r d i f f i c u l t y d i f f e r e n c e s or
o r g a n iz a t io n a l d i f f e r e n c e s between the t a s k s , to the
e x te n t th a t th e se two ty p es of d i f f e r e n c e s may be
sep arated from each o th e r . (9 :6 )
Other V a r ia b le s of O r ig in a l Learning
Other v a r ia b le s of o r i g i n a l le a r n in g which have
been in v e s t i g a t e d do not r e a d i l y lend th em selv es to
c a t e g o r i z a t i o n . However, because r e s u l t s o f s t u d ie s d e a l
ing w ith th e s e v a r ia b le s appear important in c o n s id e r in g
r e t e n t i o n , a d is c u s s io n of them i s in c lu d e d .
H elson and Cover (40) had s u b j e c t s le a r n the names
of famous p e r so n s, u sin g s p e c i f i c and gen era l c a t e g o r i e s .
A fte r an i n t e r v a l o f o th er a c t i v i t y , the s u b j e c t s u sin g
s p e c i f i c c a t e g o r ie s r e c a lle d s i g n i f i c a n t l y more names w ith
few er e r ro rs than s u b j e c t s u sing g e n era l c a t e g o r i e s . The
authors s t a t e th a t fu r th e r a n a l y s i s tends to support the
i n t e r p r e t a t i o n th a t g r e a te r amounts o f p r o a c tiv e i n t e r f e r
ence occurred in r e c a l l of item s from la r g e g en eral c a t e
g o r ie s than in r e c a l l of item s from sm a lle r s p e c i f i c c a t e
g o r ie s .
In a study d esign ed to measure the e f f e c t of
in te n t to r e t a i n on r e t e n t i o n o f v erb a l m a t e r i a l s , A usubel,
Schpoont, and Cukier ( l4 ) found t h a t stu d e n ts who had been
to ld th ey would be r e t e s t e d on s c h o o l m a te r ia l a t a l a t e r
35
date did not r e t a i n s i g n i f i c a n t l y more m a te r ia l than s t u
d en ts who did not know th e y would be r e t e s t e d . The
assum ption can be made, however, th a t a l l stu d e n ts
c u sto m a r ily ex p ect to be t e s t e d on m a te r ia l u l t i m a t e l y ,
whether so t o ld or n o t.
The e f f e c t o f s ig n a l fo r erro r upon maze le a r n in g
and r e t e n t i o n was i n v e s t ig a t e d by G ilb e r t and C ra fts (3 7 )•
One group learned a maze under c o n d itio n s in which a con
t a c t erro r produced a buzzing sound and a c l i c k . A fte r one
week, the maze was relea rn ed but t h i s time no s i g n a l s f o r
e r r o r s were g iv e n . When t h i s group was compared w ith a
c o n tr o l group, the s i g n a l group was su p e r io r in le a r n in g .
In r e t e n t i o n , however, w h ile the s ig n a l group was s u p e r io r
in r e c a l l , r e le a r n in g , and per cen t saved per t r i a l , errors,
and tim e , none of the d i f f e r e n c e s was s t a t i s t i c a l l y
r e l i a b l e . When the s ig n a l group was compared w ith a group
which had r e c e iv e d shock f o r e r r o r s , the value o f sound and
shock was ap p roxim ately equal f o r both le a r n in g and r e t e n
t i o n .
S a c k e tt (6 7 ) had s u b j e c t s in t e r p o la t e two forms of
sym bolic r e h e a r s a l between le a r n in g and r e le a r n in g a maze.
One form c o n s is t e d o f th in k in g through or endeavoring to
r e c a l l th e p a tte r n o f the maze in i d e a t i o n a l or verb a l
form. The oth er type o f r e h e a r s a l was an attem pt to draw
the p a tte r n o f the maze. A th ir d group was in s tr u c te d not
to r e h e a r s e . A fte r one week, S a c k e tt found th a t sym bolic
36
r e h e a r s a l In the form o f drawing was b e n e f i c i a l to r e t e n
t i o n o f the maze h a b it . Thinking through the p a tte r n a l s o
appeared to be b e n e f i c i a l alth ou gh the d i f f e r e n c e was not
s t a t i s t i c a l l y r e l i a b l e .
S a c k e tt (68) th en attem pted to c o n tr o l th e amount
of sym bolic r e h e a r s a l engaged in by s u b j e c t s . One group
was asked not t o reh ea rse a t a l l and th ree o th er groups
were asked to th in k through th e p a tte r n one, t h r e e , or f i v e
tim es each even in g fo r one week. A ll groups who engaged in
r e h e a r s a l had a h ig h er degree of r e t e n t i o n than the no
r e h e a r s a l group alth ou gh the d i f f e r e n c e s were not s i g n i f
i c a n t . The g a in in r e t e n t i o n from in c r e a s e in number o f
r e h e a r s a ls was not p r o p o r tio n a l to the in c r e a s e in r e h e a r s
a l s ; th a t i s , th e g e n e r a l r e l a t i o n s h i p between r e h e a r s a l
and r e t e n t i o n was one o f n e g a tiv e a c c e l e r a t i o n . One
r e h e a r s a l per day was r e l a t i v e l y more b e n e f i c i a l to r e t e n
t i o n than th r e e or f i v e per day.
Whether f a s t or slow le a r n e r s r e t a i n b e t te r has
been stu d ied by s e v e r a l i n v e s t i g a t o r s . Eysenck (33) found
no apparent r e l a t i o n s h i p between l e v e l o f s u c c e s s a tta in e d
on o r i g i n a l le a r n in g o f a p u r su it r o to r ta sk and th e amount
of decrement during one y e a r 's r e s t . In f a c t , the s u b je c t
w ith the lo w e st sco re on i n i t i a l le a r n in g was the on ly one
o f e ig h t who showed r e m in isc e n c e .
In an attem pt t o determ ine whether f a s t or slow
le a r n e r s r e t a i n p a i r e d - a s s o c ia t e s to a g r e a te r e x t e n t ,
37
G i l l e t t e (39) used th r e e d i f f e r e n t methods of le a r n in g :
th e method o f equal o p p o rtu n ity to le a r n , th e method o f
equal amount le a r n e d , and th e method o f a d ju ste d le a r n in g
in which both f a s t and slow le a r n e r s lea rn ed ap p roxim ately
th e same amount o f m a te r ia l to the same l e v e l o f p r o f i
c ie n c y . In each o f the th r e e m ethods, th e f a s t le a r n e r was
found to be the b e t t e r r e t a i n e r . Using the method o f equal
o p p o r tu n ity to le a r n , G i l l e t t e found th a t a f t e r f o r t y - e i g h t
hours f a s t le a r n e r s r e ta in e d from 51 to 77 per cent o f f i v e
d i f f e r e n t kinds o f m a te r ia l as compared w ith 37 to 49 per
cent r e t e n t io n o f the same m a te r ia ls by the slow le a r n e r s .
In a stu d y by Baer ( 7 8 ) in v o lv in g r e t e n t i o n of
g ro ss motor s k i l l , the method o f equal o p p o rtu n ity to
le a r n was employed. Each s u b je c t kicked a h ollow rubber
b a ll a t a ta r g e t e ig h te e n f e e t away 100 tim es in the
o r i g i n a l le a r n in g exp erim en t. Nine weeks l a t e r a l l sub
j e c t s performed 100 k ic k s f o r purposes o f r e le a r n in g .
Baer concluded th a t th ere were no s i g n i f i c a n t d i f f e r e n c e s
in r e t e n t i o n between f a s t and slow le a r n e r s .
Purdy and Lockhart ( 6 2 ) d iv id e d s u b j e c t s in to
s k i l l groups. The h igh s k i l l group gained most during
o r i g i n a l le a r n in g and was thus c l a s s i f i e d as f a s t le a r n e r s
w h ile the low s k i l l group was c l a s s i f i e d as slow le a r n e r s
s in c e th ey gained l e a s t during o r i g i n a l le a r n in g . When
th e s e two groups were compared in r e t e n t i o n o f a l l s k i l l s
t e s t e d , the fin d in g s o f t h i s stu d y agree w ith th o se o f
38
G i l l e t t e : f a s t le a r n e r s are b e t t e r r e t a i n e r s than slow
le a r n e r s . However, when one o f th e s k i l l s which in volved
balance was e lim in a te d from c o n s id e r a t io n , no d i f f e r e n c e s
between f a s t and slow le a r n e r s in r e t e n t i o n were found.
Summary and d i s c u s s i o n
Four u n rela ted v a r ia b le s of o r i g i n a l le a r n in g were
con sid ered by th e s t u d ie s review ed in t h i s s e c t i o n . More
p r o a c tiv e in t e r f e r e n c e occurred in r e c a l l when g e n e r a l
c a t e g o r ie s were employed in o r i g i n a l le a r n in g . S ig n a l f o r
error during o r i g i n a l le a r n in g does not appear to have
s t a t i s t i c a l l y s i g n i f i c a n t e f f e c t s upon r e t e n t i o n . Some
forms o f sym bolic r e h e a r s a l f o llo w in g o r i g i n a l le a r n in g
were shown to be of b e n e f it t o r e t e n t i o n . No agreement was
found in s t u d ie s in which th e q u e stio n o f whether f a s t or
slow le a r n e r s are b e t t e r r e t a i n e r s was i n v e s t i g a t e d .
C o n d itio n s of R e te n tio n
The method used to measure r e t e n t i o n a f f e c t s the
amount o f r e t e n t i o n r e c o r d e d , as does the a s p e c t o f o r i g
in a l le a r n in g m easured. C erta in s t u d ie s on t r a n s f e r of
le a r n in g appear to r e l a t e i n d i r e c t l y to r e t e n t i o n . The
phenomenon o f re m in isc e n c e i s a l s o con sid ered in t h i s
s e c t i o n .
Measures Used
39
In a c l a s s i c stu d y on th e shape o f r e t e n t i o n curves
fo r nonsense s y l l a b l e s , Luh (53) used f i v e d i f f e r e n t
methods to measure amount of r e t e n t i o n ; l ) a n t i c i p a t i o n —
in which the s u b je c t named the s y l l a b l e b efo re i t appeared,
2) r e l e a r n i n g - - i n which th e number of t r i a l s n e c e ssa r y fo r
r e le a r n in g were compared w ith th e number o f t r i a l s f o r
o r i g i n a l le a r n in g , 3) r e p r o d u c t io n - - in which the s u b je c t
l i s t e d the s e r i e s on a blank s h e e t of paper, 4) r e c o g n i-
t i o n - - i n which the s u b j e c t s e l e c t e d th e o r i g i n a l tw elv e
s y l l a b l e s from a group of tw e n ty -fo u r , and 5) r e c o n s tr u c -
t i o n - - i n which the s u b j e c t was fu r n ish e d the s y l l a b l e s on
s l i p s and asked to arrange them in c o r r e c t ord er. R eten
t i o n was measured by a l l f i v e methods a t I n te r v a ls o f
tw enty m in u te s, one hour, fo u r h o u r s, one day, and two
days. In a l l c u r v e s , the amount o f r e t e n t i o n decreased
w ith tim e . Of more importance to t h i s d i s c u s s i o n , however,
is the f a c t th a t fo u r o f th e curves stand in v a r ia b ly in a
g iv e n o rd er. R e c o g n itio n always g iv e s th e h ig h e s t v a lu e s .
R e c o n str u c tio n i s second in v a lu e s o b ta in e d , and t h i s i s
fo llo w e d c l o s e l y by r e p r o d u c tio n . A n t ic ip a t io n always
g iv e s th e lo w e st v a lu e . The curve of r e le a r n in g Is the
o n ly one which did not r e t a i n i t s r e l a t i v e p o s i t i o n . This
curve was fo u r th in order fo r the tw enty minute i n t e r v a l
but second in order o f valu e ob tain ed f o r the two day
40
I n t e r v a l. The r e t e n t i o n curve when measured by the
r e le a r n in g method l e v e l s o f f more r a p id ly than do any of
the other c u r v e s .
Postman, J en k in s, and Postman (7) a l s o used non
sen se s y l l a b l e s to determine the e f f e c t o f two methods of
measuring r e t e n t i o n . A c tiv e r e c a l l and r e c o g n it io n were
the methods employed. F in d in gs of t h i s study agree with
th o se of Luh in th a t a much la r g e r number of s y l l a b l e s was
c o r r e c t ly recogn ized than r e c a lle d a f t e r a co n sta n t amount
of p r a c t i c e . A c tiv e r e c a l l as used in t h i s study is
comparable to Luh's rep ro d u ctio n method.
The a sp e c t o f o r ig in a l le a r n in g measured in r e t e n
t io n a f f e c t s the amount of r e t e n t io n ob ta in ed . In stu d y in g
r e t e n t io n of mazes, T sa i ( 7 3 ) found th a t a f t e r nine weeks
s u b je c ts r e ta in e d about 80 per cent accuracy but traced the
mazes in 70 Per cent of the time o r i g i n a l l y req u ired .
However, they relearn ed to c r i t e r i o n in h a l f the number of
t r i a l s required in o r i g i n a l le a r n in g which r e p resen ts 50
per cent s a v in g s .
Summary and d is c u s s io n
Amounts of r e t e n t io n measured vary w ith the
p a r t ic u la r measures of r e t e n t io n employed and with the
a sp e ct o f o r ig in a l le a r n in g which i s measured. Of the f i v e
methods o f measurement employed by Luh (53)* only two
appear to be a p p lic a b le to the measurement of r e t e n t io n of
41
motor s k i l l , s in c e r e t e n t i o n i s n e c e s s a r i l y in fe r r e d from
o v e r t performance of th e s k i l l in v o lv e d . These two
measures are rep r o d u c tio n and r e le a r n in g .
T ra n sfer o f Learning
Although the s t u d i e s review ed in t h i s s e c t i o n d eal
w ith t r a n s f e r o f le a r n in g , th e y are in clu d ed because
t r a n s f e r i t s e l f in v o lv e s r e t e n t i o n . The amount o f t r a n s f e r
ob tain ed i s i n d i c a t i v e of the amount o f the o r i g i n a l
m a te r ia l which i s r e t a in e d .
In one of the c l a s s i c s t u d ie s on speed and accuracy,
F u lto n (36) i n v e s t ig a t e d th e e f f e c t s o f speed and accu racy
t r a in in g on subsequent perform ance. She found a str o n g e r
t r a n s f e r o f speed than o f accuracy f o r both b a l l i s t i c and
n o n - b a l l i s t i c movements. There was l i t t l e t r a n s f e r o f
accu racy in the b a l l i s t i c movement, whereas in the non-
b a l l i s t i c movement t h i s t r a n s f e r was str o n g e r and more
p e r s i s t e n t .
S o l l e y (70) i n v e s t ig a t e d th e e f f e c t o f em phasizing
sp e e d , a ccu ra cy , or speed and accu racy e q u a lly upon th e
le a r n in g o f a s k i l l which in v o lv ed both speed and a ccu ra cy .
S u b je c ts performed a s t r i k i n g movement a t a ta r g e t w h ile
moving over a s p e c i f i e d d i s t a n c e . During the f i r s t h a l f of
the ex p erim en t, each o f th r e e groups r e c e iv e d v erb a l
i n s t r u c t io n s which s t r e s s e d sp e e d , a ccu ra cy , or speed and
accu racy e q u a lly . A fte r s i x d a y s, speed and accu racy
42
e q u a lly was s t r e s s e d f o r a l l groups. The speed group was
s i g n i f i c a n t l y f a s t e r than th e o th er two groups throughout
the exp erim en t. On a cc u r a c y , however, the accu racy and
equal emphasis groups showed no s i g n i f i c a n t d if f e r e n c e
from the e ig h th day on and th e a ccu racy and speed groups
did not d i f f e r s i g n i f i c a n t l y on the te n th and t w e lf t h day
o f th e experim ent. A gain, emphasis on speed appears to
have more t r a n s f e r value than does emphasis on a ccu ra cy .
R e s u lts o f a stu d y by S tock (80) c o n f l i c t w ith th e
above mentioned s t u d i e s . The Snoddy s ta b ilim e t e r , which i s
the same n o n - b a l l i s t i c s k i l l used by F u lto n , was used to
t r a i n two groups in accuracy and two groups in s p e e d . On
r e t e s t s fou r weeks and sev en weeks l a t e r both speed and
accu racy were s t r e s s e d . R e s u lts of t h i s stu d y show th a t
a ccu racy had h ig h er t r a n s f e r valu e than sp eed . In a d d i
t i o n , le n g th o f in te r p o la te d time seemed to a f f e c t t h i s
p e r s is t e n c e o f a ccu ra cy . The fo u r weeks accuracy group
acquired speed more r e a d i l y than did the sev en weeks
accuracy group a lth o u g h both groups r e ta in e d about the
same amount of accu racy.
Using a f i n g e r p o s it io n in g a p p a r a tu s, B a t t lg (1 7 )
t e s t e d the t r a n s f e r o f v e rb a l p r e - t r a in in g to varying
c o m p le x itie s o f th e t a s k . R e s u lts o f t h i s stu d y show th a t
th e p r e -tr a in e d groups were su p e r io r perform ers on the
s k i l l s which req u ired one or two f in g e r s but th a t v er b a l
p r e - t r a in in g had no s i g n i f i c a n t e f f e c t when the
43
c o m p lex ity o f the ta sk s was in crea sed so th a t th ree or
fo u r f in g e r s were needed. In a supplem entary experim ent
( 1 8 ) , th e type of verb a l p r e - t r a in in g was varied so th a t
one group r e c e iv e d stim u lu s-w ord s p r e - t r a in in g which
req u ired moving resp o n se keys in order to i d e n t i f y the
l e t t e r s . This group showed p o s i t i v e t r a n s f e r on the f i r s t
f i v e t r i a l s , but th ere were no d i f f e r e n c e s in groups from
th e s i x t h to the tw e n tie th t r i a l . The authors su g g e st
th a t the f a c t th a t part of th e p r e - t r a i n i n g involved a
form o f motor p r a c t ic e may account f o r th e i n i t i a l p o s i t i v e
t r a n s f e r .
Marked in c r e a s e s in r e l i a b i l i t y o f s t y l u s maze
le a r n in g were obtained when s u b j e c t s r e c e iv e d v is u a l
exposure to the maze b efore a ttem p tin g to tr a c e i t ( 6 0 ).
A c o n tr o l group which learned the maze b lin d fo ld e d showed
a r e l i a b i l i t y of .48 w hile groups which had been allow ed
to stu d y th e maze f o r f i v e , t e n , or tw enty seconds showed
r e l i a b i l i t i e s of .75* -87, and . 8 7 , r e s p e c t i v e l y . V isu a l
exposure a l s o r e s u lte d in marked r e d u c tio n s in d i f f i c u l t y
of le a r n in g .
Ammons (12) used o c u la r p r a c t i c e , manual p r a c t i c e ,
and imaginary p r a c t ic e as p r e - p r a c t ic e a c t i v i t i e s in
le a r n in g a K oerth -typ e p u r su it r o t o r . In o c u la r p r a c t i c e ,
s u b j e c t s fo llo w e d the ta r g e t w ith eyes o n ly . The manual
p r a c t i c e c o n s is t e d o f f o llo w in g the t a r g e t w ith one
f i n g e r , w h ile in im aginary p r a c t i c e , the s u b j e c t s were
44
b lin d fo ld e d and asked to imagine perform ing the p u r su it
r o to r t a s k . No s i g n i f i c a n t sco re d i f f e r e n c e s were found
between groups a t any p o in t during a c t u a l p r a c t ic e o f the
t a s k .
Summary and d i s c u s s i o n
In the s t u d ie s rev iew ed , a gen era l t r a n s f e r e f f e c t
seems to e x i s t . P r e - t r a in in g a c t i v i t i e s in most ca se s had
a p o s i t i v e e f f e c t upon en su in g perform ance. Although
th e s e s t u d ie s are r e la t e d to r e t e n t i o n on ly in a g e n e r a l
way, th e y appear to be o f some importance to c e r t a in
a s p e c ts o f the p r e se n t stu d y .
Rem iniscence
R em iniscence may be d e fin e d as an increment in
performance of a p a r t i a l l y learned a c t which cannot be
a t t r ib u t e d to p h y s ic a l p r a c t ic e o f th a t t a s k . The f i r s t
stu d y showing r e m in iscen ce was th a t o f B a lla r d ( 5 ) in 1913
in which he had sc h o o l c h ild r e n le a r n long s e l e c t i o n s of
p o e tr y . A ll age l e v e l s showed r e m in iscen ce but th e amount
of rem in iscen ce was found to be g r e a te r f o r younger than
f o r o ld e r c h ild r e n .
Kimble (47) stu d ie d the e f f e c t s o f d i s t r i b u t i o n of
p r a c t ic e on r e m in iscen ce when s u b j e c t s learn ed a p rin ted
alp h a b et upside down, b eginning a t the r ig h t s id e o f the
page and working to the l e f t . F iv e groups were giv en
45
tw enty 3 0-secon d t r i a l s w ith r e s t pauses of 0, 5* 1 0 , 15*
and 30 se c o n d s. A fte r 10 m inutes o f r e s t , the tw en ty-
f i r s t t r i a l was g iv e n . There was no d i f f e r e n c e in the
amount o f rem in iscen ce ob tain ed f o r the 0-and 5-secon d
r e s t groups who lea rn ed under the g r e a t e s t degree o f m ass
ing o f p r a c t i c e . For the o th er g ro u p s, the amount o f
rem in iscen ce decreased as the i n t e r - t r i a l i n t e r v a l i n
creased .
G reater rem in iscen ce f o llo w in g massed p r a c t ic e was
a l s o obtained by Hovland ( 4 4 ). S u b je c ts learn ed tw elve
nonsense s y l l a b l e s by massed and by d is t r ib u t e d p r a c t ic e to
a c r i t e r i o n of sev en s y l l a b l e s c o r r e c t , then continued
le a r n in g by massed p r a c t ic e to one p e r f e c t r e c i t a t i o n .
R em iniscence as measured by the number of t r i a l s required
to go from sev e n s y l l a b l e s c o r r e c t to a l l tw elv e s y l l a b l e s
c o r r e c t was p r e se n t f o llo w in g both c o n d itio n s o f p r a c t ic e
but was s t a t i s t i c a l l y r e l i a b l e o n ly f o llo w in g the massed
p r a c t i c e .
Hovland (42) compared r em in iscen ce in s e r i a l and
p a ir e d - a s s o c ia t e le a r n in g . S e r i a l le a r n in g c o n s is te d of
le a r n in g a l i s t of tw elv e nonsense s y l l a b l e s w h ile the
p a ir e d - a s s o c ia t e le a r n in g c o n s is t e d o f le a r n in g nine p a ir s
o f nonsense s y l l a b l e s . U nlike s e r i a l le a r n in g , the p a ir e d -
a s s o c i a t e le a r n in g showed no r e m in iscen ce e f f e c t s .
One of th e f a v o r i t e d e v ic e s f o r m easuring amounts
o f r em in iscen ce i s the p u r su it r o t o r . F iv e s t u d ie s were
46
found in which le a r n in g a p u r su it r o to r ta sk was employed.
Kimble and H o ren stein (48) gave s u b j e c t s te n le a r n in g
t r i a l s sep arated from each o th er by te n seconds r e s t . At
the end o f the te n th t r i a l , groups r e s te d fo r i n t e r v a ls of
10, 3 0 * 1 5 0 , 3 0 0 , 600, and 1200 se c o n d s, th en were g iv e n
two t r i a l s to determ ine r e m in isc e n c e . The amount of
rem in iscen ce in crea sed in a n e g a t iv e ly a c c e le r a t e d fa sh io n
up to r e s t pauses of 600 se c o n d s, a f t e r which fu r th e r r e s t
did not in c r e a s e the amount of rem in iscen ce o b ta in e d .
Jahnke (45) used fo u r l e v e l s of p r a c t ic e on the
p u r su it r o to r : 1 , 2^ , 5* °r 10 m in u te s, and th ree le n g th s
of in te r p o la te d r e s t : 10 m in u te s, 1 day, or 1 week. The
1-minute p r a c t ic e groups d isp la y e d rem in iscen ce a f t e r a l l
r e s t in t e r v a ls and th e 2^-m inute group d isp la y e d r e m in is
cence a f t e r the ten minute r e s t i n t e r a l . No oth er
rem in iscen ce was found.
Buxton (2 6 ) , in stu d y in g rem in iscen ce on the
Koerth p u r s u it r o t o r , had th r e e groups p r a c t ic e to d i f f e r
ent l e v e l s of p r o f ic ie n c y . A fte r about a te n minute r e s t ,
each group relearn ed to i t s own c r i t e r i o n . S i g n i f i c a n t
amounts o f rem in iscen ce were obtained f o r a l l groups. The
groups w ith the s m a lle s t amounts o f o r i g i n a l p r o f ic ie n c y
showed more rem in iscen ce than the group w ith the h ig h e s t
degree of o r i g i n a l p r o f ic ie n c y . The author e x p la in s t h i s
f a c t by h y p o th e s iz in g th a t the h ig h e s t group had more
n e a r ly reached i t s c e i l i n g of performance than had th e
47
o th er two g r o u p s.
B e l l (21) varied the le n g th o f r e s t p e r io d s a f t e r
e i t h e r f i v e or f i f t e e n one-minute t r i a l s on th e Koerth
p u r su it r o t o r . S u b je c ts were r e t e s t e d a f t e r I n t e r v a ls of
10 minutes and 1, 6 , 2 4 , and 30 h o u rs. A fte r f i v e t r i a l s
of o r i g i n a l l e a r n in g , the varying le n g th s o f r e s t caused
app roxim ately the same degree o f r e m in is c e n c e . F o llo w in g
f i f t e e n t r i a l s of o r ig in a l l e a r n in g , sh o r t r e s t s appeared
to be b e n e f i c i a l , but lo n g e r r e s t s caused an i n i t i a l
decrement fo llo w e d by a quick rec o v e r y during r e le a r n in g .
B e l l concludes th a t th e amount of r e m in isc e n c e a t r e c a l l is
a fu n c tio n o f th e amount of o r i g i n a l p r a c t i c e .
Using a m od ified Koerth p u r s u it r o t o r , L e a v it t and
S ch lo sb e r g (52) gave f o r t y - e i g h t c o l l e g e men and women te n
c o n s e c u tiv e t r i a l s o f t h i r t y seconds each w ith a t h i r t y -
second r e s t period between each t r i a l . Four groups were
then t e s t e d a t r e t e n t io n i n t e r v a ls o f 1 , 7 , 2 8 , and 70 days.
The 1-day group d isp la y ed r e m in iscen ce o f t w e n t y - f iv e per
cent above the l e v e l reached a t the end o f o r i g i n a l le a r n
in g . This rem in iscen ce on the p u r su it r o to r disappeared
a f t e r tw e n ty -e ig h t days.
Only two s t u d ie s were found which show rem in iscen ce
o f gro ss motor s k i l l s . In the b a l l t o s s i n g experim ent con
ducted by B atson ( l 6 ) , one s u b j e c t showed r e m in iscen ce
a f t e r 371 days o f n o - p r a c t ic e . In another stu d y (62) 89
per cen t o f s u b j e c t s showed rem in iscen ce on one o f f i v e
48
n o v e l g r o s s m otor s k i l l s a f t e r a p p r o x i m a t e l y one y e a r o f no
p r a c t i c e .
Summary and d i s c u s s i o n
The s t u d i e s r e v ie w e d show t h a t r e m i n is c e n c e i s
d i s p l a y e d i n v e r b a l a s w e l l as m o to r t a s k s . In s e v e r a l
s t u d i e s t h e amount o f o r i g i n a l p r o f i c i e n c y seemed t o
a f f e c t r e m i n i s c e n c e . More r e m i n is c e n c e was found f o r
grou p s w it h s m a l l e r am ounts o f o r i g i n a l t r a i n i n g . The
r e m i n is c e n c e e f f e c t a p p e a r s t o be c o m p a r a t i v e l y s h o r t
l i v e d e x c e p t where o r i g i n a l l e a r n i n g i n v o l v e s g r o s s m otor
s k i l l . I n su c h c a s e s , r e m i n is c e n c e was d i s p l a y e d a f t e r
l o n g r e s t i n t e r v a l s .
CHAPTER I I I
DESIGN AND PROCEDURES IN THE STUDY
The p r e se n t stu d y was d esig n ed to determ ine w hether
d i f f e r e n t le n g th s o f p r a c t i c e d u rin g o r i g i n a l le a r n in g
a f f e c t e d r e t e n t i o n and r e le a r n in g o f novel motor s k i l l s .
In order to accom p lish t h i s , i t was n e c e s sa r y to : (1) s e
l e c t motor s k i l l s th a t were new and u n fa m ilia r t o a l l
s u b j e c t s ; (2) determ ine th e le n g th and number o f p r a c t i c e
t r i a l s ; (3) a s s ig n s u b j e c t s to p r a c t i c e groups; and (4)
c o n tr o l p r a c t ic e p e r io d s and p roced u res so th a t le a r n in g
and r e le a r n in g occurred under s i m i l a r c o n d itio n s f o r a l l
s u b j e c t s .
New Motor S k i l l s
In s e l e c t i n g th e new motor s k i l l s to be le a r n e d ,
th e f o llo w in g f a c t o r s were c o n sid e r e d :
1. I f the e f f e c t s o f p r e v io u s le a r n in g were to be
e lim in a te d in so f a r as p o s s i b l e , i t was n e c e s sa r y th a t
th e s k i l l s s e l e c t e d be d i f f e r e n t from any s k i l l s which
49
50
s u b j e c t s might have p r e v io u s ly lea rn ed or p r a c t ic e d .
2 . The s k i l l s s e le c t e d should be complex enough t o
be c h a lle n g in g but sim ple enough t o a llo w f o r some degree
o f s u c c e s s f u l performance by a l l s u b j e c t s .
3- S in ce i t was hoped t h a t the r e s u l t s o f t h i s
stu d y might have a p p l i c a t i o n to th e te a c h in g o f p h y s ic a l
ed u c a tio n a c t i v i t i e s , th e s k i l l s s e l e c t e d should be s im i l a r
to motor s k i l l s used in s p o r ts a c t i v i t i e s .
4 . I t was n e c e s sa r y th a t o b j e c t i v e performance
s c o r e s could be ob tain ed f o r the s k i l l s s e l e c t e d .
5 . The s k i l l s s e le c t e d should be d i f f e r e n t from
each o th e r .
An attem pt was made to meet the f i r s t c r i t e r i o n by
s e l e c t i n g s k i l l s which were not commonly tau ght or learned
In t h i s s e c t i o n o f the cou n try.
A p i l o t group performed v a r io u s s k i l l s in an
attem pt to meet th e second c r i t e r i o n . R e s u lts from
performance s c o r e s o f t h i s group in d ic a te d th a t the s k i l l s
s e le c t e d were sim p le enough to a llo w f o r some degree of
s u c c e s s f u l performance by a l l s u b j e c t s . Members o f the
p i l o t group a l s o agreed s u b j e c t i v e l y th a t th e s k i l l s were
c h a lle n g in g . However, th e degree o f s u c c e s s to which each
s k i l l met t h i s c r i t e r i o n could not be f u l l y determined
u n t i l s u b j e c t s had com pleted the le a r n in g and r e le a r n in g
p r a c t ic e p e r io d s .
C erta in elem en ts which appear to be important in
51
th e performance o f many sp o r ts s k i l l s were co n sid ered in
s e l e c t i n g the new s k i l l s t o be le a r n e d . I t was f e l t th a t
some o f th e more im portant elem en ts in v o lv ed in s p o r ts
a c t i v i t i e s were hand-eye c o o r d in a tio n , c o o r d in a tio n and
use o f the f e e t , a kind o f dynamic b a la n c e , sp eed , and
a c cu ra cy . Three of th e s k i l l s s e l e c t e d were d e v ise d by
Robichaux (79)* These s k i l l s were th e balance board, the
l a c r o s s e s k i l l , and the f o o t v o l l e y . The fo u r th and f i f t h
motor a c t i v i t i e s in v o lv ed a la r g e s t y l u s maze, which was
d e v ise d by J u l i a Brown; in the p r e se n t s tu d y , th e se
a c t i v i t i e s are d e sig n a te d as th e m aze-tim e and th e maze-
e r r o r s s k i l l s .
In a l l o f the s k i l l s , o b j e c t i v e s c o r in g measures
were p o s s i b l e . A fu r th e r attem pt to in su re o b j e c t i v i t y
was made by c a r e f u l l y t r a in in g two a s s i s t a n t s who admin
i s t e r e d some o f the t e s t s . Both a s s i s t a n t s were c o l l e g e
i n s t r u c t o r s who were exp erien ced in r e se a r c h p ro ced u res.
The movement p a tte r n s req u ired f o r each s k i l l were
d i s s i m i l a r , as were the o b j e c t i v e s o f th e s k i l l s . However,
i t i s im p o ssib le to determ ine whether c e r t a i n f a c t o r s may
have in flu e n c e d the le a r n in g o f a l l o f the s k i l l s . For the
purposes o f t h i s s tu d y , i t was assumed t h a t i f such f a c t o r s
e x i s t e d , t h e i r in flu e n c e would be the same f o r a l l
s u b j e c t s .
52
D e s c r ip tio n and A nalyses o f New Motor S k i l l s
Maze-time and m aze-errors
D e s c r i p t i o n .--Perform ance o f th e two s k i l l s of the
maze-time and m aze-errors was accom plished s im u lta n e o u s ly .
The s u b je c t attem pted t o tr a c e the tr a c k o f the maze as
q u ic k ly as p o s s i b l e w ith as few e r r o r s as p o s s i b l e . The
s t y l u s was in s e r te d in th e maze. On a s i g n a l , th e s u b je c t
traced the tr a c k o f the maze from top to bottom, a ttem p tin g
not to touch the s id e s of the tr a c k . Each tim e th e s t y l u s
touched e i t h e r s id e o f the tr a c k , an e r r o r was cou n ted . At
the same tim e , the s u b je c t attem pted to a ccom p lish the
t r a c in g as q u ic k ly as she co u ld . A p ic tu r e o f a s u b je c t
perform ing the m aze-tim e and m aze-errors appears in P la te
I , page 5 3 .
A n a l y s i s .--T h e se s k i l l s in v o lv e d both speed and
a ccu ra cy . I t was p o s s i b l e to proceed through th e tr a c k of
the maze very s lo w ly . In t h i s c a s e , few e r r o r s were
reco rd ed . On the o th er hand, a very rapid t r a c in g
r e s u lt e d in many e r r o r s . Both g r o ss and f i n e movements
were Involved in t h i s s k i l l . Gross movements in clu d ed arm
movement as w e ll as com plete change o f body p o s i t i o n i n g as
the low er p o r tio n o f th e maze was tr a c e d . Pine movements
in cluded h o ld in g th e s t y l u s and m a n ip u la tin g hand p o s i t i o n
as the course o f th e maze changed d i r e c t i o n s .
I t was p o s s i b l e to tr a c e th e e n t i r e maze w ithout
53
PLATE I
PICTURE OF SUBJECT PERFORMING THE MAZE SKILLS
54
moving the f e e t provided th e s u b je c t sto o d f a r enough away
from th e board. Another method of t r a c in g employed was
sta n d in g c l o s e to th e maze and moving th e f e e t as th e sub
j e c t stooped or sq u a tte d to t r a c e th e low er p o r tio n o f the
maze. Both methods in v o lv e d c e r t a i n amounts o f arm and
hand s t e a d i n e s s . D e c id in g how to hold th e s t y l u s , moving
th e body sm oothly from one p o s i t i o n to a n o th e r , and ju dg
ment of both tim e and e r r o r s were n e c e ssa r y f o r s u c c e s s f u l
e x e c u tio n of t h e s e s k i l l s .
A p p aratu s. --A la r g e s t y l u s maze was placed a g a in s t
a w a ll a t a 15 degree a n g l e . To form th e m aze, an i r r e g
u la r tr a c k was cut out o f o n e -fo u r th inch plywood. Both
s id e s of the o n e -in c h wide tr a c k were c o p p e r - lin e d . Over
a l l le n g th of th e s t y l u s was seven and o n e - h a lf in ch es w ith
a p l a s t i c handle and a m eta l p o in t two and o n e - h a lf in ch es
long and o n e - s ix t e e n t h inch in d ia m eter. The l i n i n g o f th e
tra ck was wired to a c o n t r o l box so th a t a c o n ta c t error
w ith the s t y l u s , which was a l s o wired to th e c o n tr o l box,
a c t iv a t e d a l i g h t on th e box. A stopw atch was used in
tim in g the t r a c in g o f the maze.
B alance board
D e s c r i p t i o n . --T he b alan ce board c o n s is t e d o f a
board which moved back and f o r t h over a r o l l e r . The
o b je c t o f th e s k i l l was to keep th e board balanced over
th e r o l l e r so th a t n e ith e r end touched th e f l o o r . One f o o t
55
was placed near each end o f the board. By s h i f t i n g her
w e ig h t, the s u b je c t s ta r t e d the board moving over the
r o l l e r . Each tim e she l o s t her balance and e i t h e r end o f
the board touched th e f l o o r , an e r r o r was cou n ted . Sub
j e c t s attem pted to make as few e r r o r s as p o s s i b l e during
the time a l l o t t e d . (7 9 :6 9 -7 0 ) A p ic tu r e o f a s u b je c t
perform ing the balance board s k i l l appears in P la te I I ,
page 5 6 .
A n a l y s i s . --T h is s k i l l in v o lv ed balance and body
adjustm ents to changing s i t u a t i o n s . Once th e board was
s ta r t e d over the r o l l e r , i t was n e c e ssa r y to s h i f t the body
w eight alm ost c o n s t a n t ly s in c e h o ld in g the board p e r f e c t l y
s t i l l over th e r o l l e r was ex trem e ly d i f f i c u l t . S h i f t i n g
the body w eigh t e i t h e r to o q u ic k ly or to o s lo w ly r e s u lte d
in e r r o r s . I t was n e c e ssa r y f o r the c e n te r of g r a v it y to
remain d i r e c t l y above the r o l l e r . F le x io n a t the knees and
h ip s and use o f th e arms r e s u lt e d in more s u c c e s s f u l
perform ances. S u c c e s s f u l performance was c h a r a c te r iz e d by
e lim in a t io n o f f a s t , jerk y movements and sm all changes in
the p o s i t i o n o f th e board over the r o l l e r .
A p p aratu s.--T h e balance board c o n s is t e d o f a board
t h i r t y - f o u r in ch es in le n g th and tw elve in ch es in w id th.
The r o l l e r was tw elv e in ch es long and s i x in ch es in
d iam eter. The r o l l e r was grooved in th e c e n te r so th a t a
s l a t on th e bottom o f th e board f i t t e d in t o t h i s g ro o v e ,
thus p e r m ittin g movement o f the board o n ly from end to end.
PLATE I I
PICTURE OP SUBJECT PERFORMING ON THE BALANCE BOARD
57
To prevent the r o l l e r from s li p p i n g or s t i c k i n g , th e s k i l l
was performed on a padded fo u r by s i x f o o t rug.
L acrosse
D e s c r i p t i o n . --T he l a c r o s s e s k i l l c o n s is t e d o f
throwing a l a c r o s s e b a l l a g a in s t a w a ll w ith a la c r o s s e
s t i c k , then c a tc h in g i t in the c r o s se b efo re i t touched the
f l o o r . Throws were made from behind a f i f t e e n fo o t
r e s t r a i n i n g l i n e . A b a l l was placed in th e c r o s s e . On a
s i g n a l , the s u b je c t threw the b a l l toward th e w a l l , then
attem pted to ca tc h the b a l l as i t rebounded toward h er.
The s u b je c t rep eated th e throw and ca tch as many tim es as
p o s s ib le b efore th e s i g n a l to sto p was g iv e n . A photograph
o f a s u b je c t performing the la c r o s s e s k i l l appears in
P la t e I I I , page 5 8 .
A n a l y s i s . —T his s k i l l in v o lv ed the a b i l i t y to throw
and c a tc h , as w e ll as a com bination o f hand-eye c o o r d in a
t i o n , c o o r d in a tio n and use o f the f e e t , tim in g , a cc u r a c y ,
and balance and body ad justm en ts to changing s i t u a t i o n s .
I t was con sid ered a novel s k i l l s in c e the game o f l a c r o s s e
i s not commonly tau ght in t h i s s e c t i o n o f the co u n try .
Most s u b j e c t s used a s id e arm throw alth ou gh both overhead
and underhand throws could be u sed . In th row in g, more
f o r c e could be g en erated when th e hands were spread apart
from each oth er and a w h ip -lik e m otion o f p ushing w ith the
r ig h t hand as the l e f t hand p u lle d the end o f th e s t i c k
PLATE I I I
PICTURE OF SUBJECT PERFORMING THE LACROSSE SKILL
59
toward th e body was u sed . Accuracy in Judging th e amount
o f fo r c e n e c e s sa r y was important in p o s i t i o n i n g o f the b a ll
so th a t a s u c c e s s f u l ca tch might be made. In c a t c h in g , i t
was n e c e s sa r y t o "give" w ith th e s t i c k as th e b a l l touched
th e c r o s s e to keep the b a l l from bouncing o u t. The most
s u c c e s s f u l perform ers lea rn ed to combine t h i s "give" w ith
the backswing f o r the next throw.
A p p aratu s.--T h e l a c r o s s e s k i l l was performed e i t h e r
in a h an d b all cou rt or in an outdoor area a g a in s t a h ig h
co n c r e te w a l l . A r e s t r a i n i n g l i n e was placed f i f t e e n f e e t
from the w a ll. R e g u la tio n l a c r o s s e b a l l s and c r o s s e s
t h i r t y - n i n e in ch es long and sev e n and o n e - h a lf in ch es
a c r o s s a t the w id e st p a r t , were used to perform the s k i l l .
Foot v o l l e y
D e s c r i p t i o n . — In t h i s s k i l l , the s u b je c t attem pted
to keep a v o l l e y b a l l in p la y by v o l l e y i n g i t w ith a l t e r n a t e
f e e t . She dropped the b a l l t o the f l o o r , l e t i t bounce
o n ce, kicked i t w ith e i t h e r r ig h t or l e f t f o o t , and then
w ith a l t e r n a t i n g f e e t as many tim es as p o s s i b l e . A p h o to
graph o f a s u b je c t perform ing the f o o t v o l l e y appears in
P la t e IV, page 60.
A n a l y s i s .- - T h i s s k i l l in v o lv ed c o o r d in a tio n and use
o f the f e e t . A q u ick t r a n s f e r o f w eight from one f o o t to
an o th er was r e q u ir e d , as w e ll as even n ess and c o n tr o l o f
th e k ic k s .
60
PLATE IV
PICTURE OF SUBJECT PERFORMING THE FOOT VOLLEY
61
K icking th e b a l l w ith th e I n s id e o f th e f o o t
u s u a lly r e s u lt e d In b e t t e r c o n tr o l but In a low er k ic k .
This n e c e s s i t a t e d s h i f t i n g th e body w eight more r a p id ly
to g e t ready f o r the next k ic k . K icking the b a l l w ith
th e top o f the in s te p or the to e s u s u a lly r e s u lt e d in a
h ig h er k ic k . This type o f k ic k was somewhat harder to
c o n tr o l but allow ed more time to prepare f o r th e next
k ic k . How to change f e e t and t r a n s f e r w e ig h t, what
p art o f th e f o o t to u s e , and how hard and how high to
k ic k the b a ll were some o f th e main f a c t o r s in v o lv e d in
le a r n in g t o perform the f o o t v o l l e y . ( 7 9 s6 7 * 6 9 )
A p p aratu s.--N o s p e c i a l apparatus was req u ired fo r
th e f o o t v o l l e y . An unobstructed area and a v o l l e y b a l l
were th e o n ly r e q u ir e m e n ts .
S e l e c t i o n and Grouping o f S u b je c ts
N in ety women s tu d e n ts e n r o lle d a t Long Beach S t a te
C o lle g e completed both th e o r i g i n a l le a r n in g and th e r e t e n
t i o n - r e l e a r n i n g p r a c t ic e p erio d s in v o lv ed in t h i s stu d y .
F o r ty -th r e e a d d it io n a l stu d e n ts s ta r t e d the t e s t i n g but
e i t h e r did not com plete o r i g i n a l le a r n in g or did not com
p l e t e th e r e t e n t i o n t e s t i n g . S cores o f th e se s u b j e c t s were
not included in the a n a ly se s o f d a ta . Ages o f the s u b j e c t s
ranged from 18 to 24 years o f a g e , w ith the e x c e p tio n o f
one s u b je c t who was 38 years o ld , and in clu d ed freshmen
through f i r s t year graduate s t u d e n t s .
S u b je c ts who p a r t ic ip a t e d in t h i s stu d y did so
v o l u n t a r i l y . A note s o l i c i t i n g v o lu n te e r s was d is t r ib u t e d
t o each woman stu d e n t in v a rio u s p h y s ic a l ed u c a tio n c la s s e s .
I f th e stu d e n t could p a r t ic ip a t e in th e stu d y , she s e le c t e d
an hour f o r t e s t i n g on an a tta ch ed sch ed u le and returned
62
the sh e e t to her i n s t r u c t o r . No attem pt was made to
d i f f e r e n t i a t e among v a rio u s l e v e l s o f observed s k i l l by the
in s t r u c t o r s or by the i n v e s t i g a t o r . A ll s tu d e n ts who
v o lu n teered were scheduled f o r the o r i g i n a l le a r n in g
p e r i o d .
S u b je c ts were a ssig n e d to p r a c t ic e groups u sin g
F is h e r and Y a tes' t a b le o f random sampling numbers.
Procedures R ela ted to L ea rn in g , R e t e n tio n , and
R elea rn in g Phases o f the Study
Having s e le c t e d th e s k i l l s to be le a r n e d , i t was
n e c e ssa r y to e s t a b l i s h th e number o f p r a c t ic e t r i a l s and
th e le n g th o f time f o r each t r i a l to be a l l o t t e d f o r each
s k i l l . I t was fu r th e r n e c e s sa r y to determ ine o b j e c t i v e
methods o f sc o r in g each s k i l l . R e s u lts from a p i l o t group
which performed the s k i l l s under varyin g c o n d itio n s of
p r a c t ic e were stu d ie d in order to determ ine procedures to
be fo llo w e d .
P r a c tic e P eriod s f o r O r ig in a l Learning
I t was decided th a t a minimum o f tw enty p r a c t ic e
t r i a l s f o r each s k i l l was n e c e ssa r y so th a t a l l l e v e l s o f
s k i l l could a c h ie v e some degree o f s u c c e s s . A maximum of
f o r t y t r i a l s f o r each s k i l l was e s t a b lis h e d s in c e i t was
f e l t th a t performance s c o r e s o f p r a c t i c e t r i a l s beyond th a t
number might be a d v e r s e ly a f f e c t e d by f a t i g u e . F u rth er,
63
s in c e the o b j e c t i v e s of th e s k i l l s were thought to be r e l a
t i v e l y s im p le , i t was reasoned th a t m o tiv a tio n would
d e c lin e a f t e r th a t p o in t . A t h i r t y - t r i a l p r a c t ic e group
was a l s o e s t a b lis h e d so th a t th r e e d i f f e r e n t comparisons in
o r i g i n a l le a r n in g and r e le a r n in g would be p o s s i b l e .
A ll p r a c t ic e t r i a l s fo r each s k i l l were performed
on th e same day. S in ce the r e s u l t s o f s tu d ie s on d i s t r i
b u tio n o f p r a c t ic e p erio d s are c o n f l i c t i n g as to the
e f f e c t s o f massed or d is t r i b u t e d p r a c t ic e on r e t e n t io n of
learn ed m a t e r i a l s , and s in c e i t was con sid ered a d m in is
t r a t i v e l y more f e a s i b l e f o r a l l p r a c t ic e t r i a l s t o be
performed during one s e s s i o n , t h i s was the procedure
f o l l o w e d .
P r a c tic e P e rio d s f o r R e te n tio n -R e le a r n in g
A ll s u b j e c t s performed tw enty p r a c t ic e t r i a l s of
each s k i l l in the r e t e n t i o n and r e le a r n in g phase of the
p r e se n t stu d y . A ll tw enty t r i a l s were performed in one
s e s s i o n . I t was hoped th a t w ith in tw enty t r i a l s , a l l
s u b j e c t s would have ample o p p o rtu n ity to r e g a in l e v e l s of
p r o f ic ie n c y reached in o r i g i n a l le a r n in g . I t was fu r th e r
reasoned th a t th e s c o r e s made on tw enty r e le a r n in g t r i a l s
would g iv e a rea so n a b le and comprehensive r e le a r n in g curve.
64
Time Allowed f o r P r a c t ic e and Scorin g
S u b je c ts performed e i t h e r tw e n ty , t h i r t y , or
f o r t y p r a c t ic e t r i a l s o f each s k i l l on o r i g i n a l le a r n in g ,
depending on the group to which th e y were a s s ig n e d .
Maze-time and m aze-errors
P r a c t ic e t i m e .--O ne unscored t r a c in g o f th e maze
was allow ed b efo re o r i g i n a l le a r n in g p r a c t i c e t r i a l s began.
Each p r a c t ic e t r i a l c o n s is t e d of one t r a c in g of th e tr a c k
o f th e maze from top to bottom.
S c o r in g . --Two s c o r e s were ob tain ed fo r each t r a c in g
o f th e maze. The tim e sc o r e was th e le n g th o f tim e in
seconds which were req u ired t o t r a c e th e tr a c k o f the maze
from top to bottom. The accu racy sc o r e was c a lc u la te d in
terms o f e r r o r s . The accuracy s c o r e was the number o f con
t a c t s made by th e s t y l u s a g a in s t th e s id e s o f the tra ck of
the maze. Each tim e the s t y l u s touched a s id e o f the
tra ck o f th e maze, a l i g h t f la s h e d on th e c o n tr o l box.
Each f l a s h o f the l i g h t was counted as an e r r o r . The
accu racy sc o r e f o r each t r i a l was th e t o t a l number _f
e rr o r s made during th a t t r a c in g .
B alance board
P r a c tic e t im e .--O ne minute o f a s s i s t e d , unscored
p r a c t i c e was allow ed b efore o r i g i n a l le a r n in g p r a c t i c e
65
t r i a l s began. One t r i a l on the b alance board c o n s is t e d of
f i f t e e n seco n d s.
S c o r in g .--T h e sco re f o r each t r i a l c o n s is t e d o f the
number o f e r ro rs committed during th e f i f t e e n second p ra c
t i c e t r i a l . An e r r o r was scored each time the s u b je c t l o s t
her balance and allow ed e i t h e r end o f the board to touch
the f l o o r . S c o o tin g th e board alo n g the rug to p o s i t i o n i t
over the r o l l e r was not counted as an e r r o r . When the sub
j e c t had s h i f t e d her w eight so th a t both ends o f the board
were o f f the f l o o r , the stop watch was s t a r t e d . I f the
s u b je c t f e l l or stepped o f f the board, the watch was
sto p p ed , th en r e s t a r t e d when she had a g a in balan ced . The
watch was a l s o stopped i f a s u b je c t took more than one s e c
ond in a ttem p tin g to p o s i t i o n the board over the r o l l e r .
L acrosse
P r a c t ic e t im e .--O ne m inute of unscored p r a c t ic e was
allow ed b efore o r i g i n a l le a r n in g p r a c t ic e t r i a l s began.
Each p r a c t ic e t r i a l c o n s is t e d o f f i f t e e n se co n d s.
S c o r in g . --One p o in t was scored f o r each s u c c e s s f u l
ca tch made w ith in the p r a c t ic e t r i a l . A s u c c e s s f u l catch
was d efin ed as one in which the b a l l was caught and
s e c u r e ly held in th e c r o s s e b efo re th e b a ll touched the
f l o o r . Any type o f throw in which both hands were used on
the s t i c k was p e r m itte d . C atching w ith o n ly one hand on
the s t i c k was a llo w e d . Both f e e t had to be behind a
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f i f t e e n f o o t r e s t r a i n i n g l i n e when th e throw was made, but
s u b j e c t s were allow ed to s te p over th e r e s t r a i n i n g l i n e
w ith one f o o t when c a tc h in g the b a l l in the c r o s s e .
S u c c e s s f u l c a tch es made when the f e e t were not in the c o r
r e c t p o s i t i o n were not cou n ted . I f th e b a l l was in th e a i r
a t th e end of f i f t e e n se c o n d s, the c a tc h , i f made, was
s c o r e d .
Foot v o l l e y
P r a c tic e t im e .--T h r e e unscored t r i a l s were allow ed
b efore o r i g i n a l le a r n in g p r a c t ic e t r i a l s began. Each p ra c
t i c e t r i a l c o n s is t e d o f th e number o f s u c c e s s f u l v o l l e y s
made before th e s u b je c t l o s t c o n tr o l o f th e v o l l e y b a l l or
b efore i t touched the f l o o r or w a l l .
Scoring;. --A s u c c e s s f u l v o l l e y was d efin ed as one
in which th e b a ll touched any part o f the le g or f o o t
below the knee. Knee v o lle y s as in s o c c e r were not
a llo w e d . A t r i a l was term inated i f the s u b je c t l o s t
c o n tr o l o f the b a l l , i f i t touched any part o f her body
above the k n ee, or i f she kicked the b a l l tw ic e in
s u c c e s s io n w ith the same f o o t . The sco re fo r each t r i a l
was the number o f tim es th e b a l l was kicked a f t e r i t was
bounced t o the f l o o r u n t i l c o n tr o l was l o s t or a f o u l
com m itted.
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S co rin g Procedures
In an attem pt to o b ta in o b j e c t i v e measurement of
performance o f th e s k i l l s in v o lv e d , the i n v e s t i g a t o r and
two tra in e d a s s i s t a n t s p r a c t ic e d s c o r in g and tim in g a l l
s k i l l s to g e th e r as the s k i l l s were performed by members of
th e p i l o t group. On each s k i l l , th e i n v e s t i g a t o r gave the
s ig n a l to begin and to s t o p , w ith th e two a s s i s t a n t s sta n d
ing nearby to time and sc o r e th e performance a l s o . At the
end o f each t r i a l , watches were compared and s c o r e s ob
ta in e d were compared. P r a c t ic e was continued u n t i l s c o r e s
and tim es obtained were in agreem ent.
In t r a c in g the maze, members o f the p i l o t group
were asked t o s t r e s s both speed and a ccu ra cy . Exam ination
o f s c o r e s made by t h i s group in d ic a te d t h a t , in most c a s e s ,
th e number o f err o r s which occurred was a p p roxim ately equal
to th e number o f seconds req u ired t o t r a v e r s e the tr a c k o f
th e maze. C on seq uently, in I n s t r u c t io n s to s u b j e c t s , a
sta tem en t to the e f f e c t th a t the number o f e r r o r s should
about equal the number o f seconds was In clu d ed .
T e s tin g Procedures
The note which was d is t r i b u t e d to s o l i c i t v o lu n
t e e r s exp la in ed th e purpose o f th e stu d y . C on seq u en tly,
when a s u b je c t a rriv ed f o r th e o r i g i n a l le a r n in g p r a c t i c e ,
o n ly a b r i e f e x p la n a tio n o f the purpose of the
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i n v e s t i g a t i o n was g iv e n .
P rio r to th e s u b j e c t ' s p r a c t ic in g o f the s k i l l s ,
th e f o llo w in g d i r e c t i o n s were read to a l l s u b je c ts :
Maze-time and m aze-errors
In t h i s s k i l l , you w i l l t r y to fo llo w the tra ck of
the maze from top to bottom as q u ic k ly as p o s s ib le w ith
as few erro rs as p o s s i b l e . On the s i g n a l , 'Ready, Goi'
I w i l l s t a r t th e watch. The watch is stopped when you
touch the sto p p l a t e a t the bottom of the tr a c k .
Errors are recorded on t h i s l i g h t . Both speed and
accuracy are im portant in t h i s s k i l l and should ju st
about equal each o th e r . That i s , i t i s p o s s ib le to go
very s lo w ly and make few erro rs or very f a s t and make
many e r r o r s . But I would l i k e to have you emphasize
both speed and a ccu ra cy . So i f you have te n e r r o r s ,
your time should be about te n seco n d s. Watch the
d em o n stra tio n , then you w i l l be g iv e n one p r a c t ic e
t r a c in g b efore sc o r in g b e g in s.
B alance board
In t h i s s k i l l , you w i l l t r y to balance th e board
over th e r o l l e r so th a t n e ith e r end o f the board
touches the f l o o r . Each t r i a l c o n s is t s o f f i f t e e n
se c o n d s. Your sc o r e i s th e number o f erro rs you make
in each t r i a l . Watch the d em o n stra tio n , then you w i l l
be g iv en one minute o f p r a c t ic e before sc o r in g b e g in s .
L acrosse
In t h i s s k i l l , you w i l l tr y to throw the la c r o s s e
b a ll a g a in s t the fr o n t w a ll from behind t h i s w hite l i n e
which i s 15 f e e t from the fr o n t w a l l , then t r y to catch
the b a l l in the c r o s se b efo re i t touches the f l o o r .
You may s te p over th e l i n e w ith one f o o t to catch the
b a l l but must have both f e e t behind the l i n e when you
throw. The sc o r e i s the number of s u c c e s s f u l ca tch es
you make in 15 se c o n d s. Watch the d em o n stra tio n , then
you w i l l be g iv e n one minute of p r a c t i c e b efore sc o r in g
b e g i n s .
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Foot v o l l e y
In t h i s s k i l l , you w i l l t r y to keep th e v o l l e y b a l l
in p la y by k ic k in g i t w ith a l t e r n a t e f e e t . The b a ll
i s dropped t o th e f l o o r , allow ed to bounce o n ce, th en
kicked w ith a l t e r n a t i n g f e e t . The b a l l may be v o lle y e d
w ith any part o f the f o o t or l e g below the knee but may
not touch any o th er part o f your body. Your sc o r e f o r
t h i s s k i l l i s th e number o f s u c c e s s f u l v o l l e y s you
make each t r i a l . Watch th e d em o n stra tio n , th en you
w i l l be g iv e n th ree p r a c t ic e t r i a l s b efore s c o r in g
b e g i n s .
F o llo w in g the d em on stration o f th e s k i l l t o be
le a r n e d , s u b j e c t s were allow ed to ask q u e stio n s concerning
o b j e c t i v e s o f the s k i l l , r e s t r a i n i n g l i n e s , and s c o r in g
p ro ced u res. No i n s t r u c t io n was g iv e n a t any time during
th e o r i g i n a l le a r n in g or r e le a r n in g p r a c t ic e s e s s i o n s .
A fte r the o r i g i n a l le a r n in g p r a c t ic e p e r io d , sub
j e c t s were informed th ey would be r e t e s t e d on the same
s k i l l one month l a t e r and were asked not to p r a c t ic e th e
s k i l l s during the in te r im p e r io d . S in ce th e apparatus f o r
a l l the s k i l l s e x cep t th e f o o t v o l l e y were not a v a i l a b l e ,
i t seems u n lik e ly th a t p r a c t ic e on th e s k i l l s occurred
between o r i g i n a l le a r n in g and the r e le a r n in g p e r io d .
S u b je c ts rep orted a t th e r e t e n t i o n t e s t i n g p eriod th a t
th e y had not o v e r t l y p r a c tic e d the s k i l l s during the
in te r im p e r io d , a lth o u g h s e v e r a l s u b j e c t s rep orted
a tte m p tin g to remember th e p a tte r n of the maze. Many
s u b j e c t s rep orted having d escrib e d the s k i l l s in v o lv ed to
f r ie n d s or r e l a t i v e s . This in i t s e l f may r e p r e se n t a kind
o f p r a c t ic e alth ou gh no e f f o r t was made to determ ine
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p o s s i b l e e f f e c t s o f such p r a c t ic e on r e t e n t i o n and r e l e a r n
ing o f th e s k i l l s .
During the r e t e n t i o n and r e le a r n in g p r a c t ic e
s e s s i o n , which occurred between t w e n t y - s ix and t h i r t y days
l a t e r , each s u b je c t was read the f o llo w in g d ir e c t io n s :
In th e r e t e n t i o n t e s t i n g , you w i l l perform tw enty
t r i a l s o f each s k i l l . During th o se tw enty t r i a l s , t r y
to d u p lic a te your b e s t e f f o r t in o r i g i n a l le a r n in g as
many tim es as p o s s i b l e . No d em onstrations o f th e
s k i l l s w i l l be g iv e n and you w i l l not be allow ed
p r a c t ic e t r i a l s .
P reced in g the performance of each s k i l l , a b r i e f
d e s c r i p t i o n o f each s k i l l , s im i l a r to th a t g iv e n during
o r i g i n a l le a r n in g p r a c t ic e s e s s i o n s , was read to each
s u b j e c t . F o llo w in g t h i s d e s c r i p t i o n , the s u b je c t was t o ld
what her b e s t e f f o r t had been during o r i g i n a l le a r n in g .
Scored p r a c t ic e t r i a l s were th en begun.
The n o -p r a c tic e i n t e r v a l between o r i g i n a l le a r n in g
and r e t e n t i o n t e s t i n g o f tw e n ty - e ig h t days was chosen fo r
two rea so n s: ( l ) No s t u d ie s on th e r e t e n t io n of s p o r t s -
type motor a c t i v i t i e s were found which had employed a
r e l a t i v e sh o r t n o - p r a c tic e i n t e r v a l b efore r e t e n t i o n
t e s t i n g , and (2) A d m in is t r a t iv e ly , t h i s time i n t e r v a l p er
m itted o r i g i n a l le a r n in g and r e t e n t i o n t e s t i n g w ith in the
same sem ester o f the s c h o o l y e a r , a f a c t which enhanced
c o n tr o l o f th e exp erim en tal p o p u la tio n . While the o r i g i n a l
d e s ig n o f the stu d y had s t i p u l a t e d e x a c t l y tw e n ty -e ig h t
days as th e i n t e r v a l between o r i g i n a l le a r n in g and
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r e t e n t i o n t e s t i n g , a d m in is tr a t iv e d i f f i c u l t y in r e s c h e d u l
ing s u b j e c t s made i t n e c e ssa r y to in c lu d e a n o - p r a c tic e
in t e r v a l o f from t w e n ty - s ix t o t h i r t y d a y s . The varia n ce
from tw e n ty -e ig h t days occurred in a co m p a ra tiv ely sm all
number o f c a s e s .
S ch ed u lin g
Whenever p o s s i b l e , two s u b j e c t s were sch ed uled fo r
t e s t i n g a t one p r a c t ic e s e s s i o n . T his sc h e d u lin g p r o c e
dure was adopted in an attem pt to a llo w equal o p p o r tu n ity
f o r s u b j e c t s to p ick up cues from each oth er as t o t e c h
niques f o r s u c c e s s f u l perform ance. In some c a s e s , i t was
n e c e ssa r y t o sch ed u le more than two s u b j e c t s a t one tim e.
In e i t h e r c a s e , s u b j e c t s were asked to record s c o r e s f o r
each o th e r , but the a d m in is tr a tio n and r e p o r tin g o f the
s c o r e s of th e t r i a l s were done by th e i n v e s t i g a t o r or one
of the two tr a in e d a s s i s t a n t s .
Order o f perform ing s k i l l s
The uniform order of perform ing the s k i l l s was:
l a c r o s s e , balance board, f o o t v o l l e y , and maze. In some
c a s e s , t h i s order was changed because o f the a v a i l a b i l i t y
o f the handball cou rts where the f i r s t th ree s k i l l s were
perform ed. For a l l s u b j e c t s , th e same order fo llo w e d
during o r i g i n a l le a r n in g p r a c t ic e s e s s i o n s was fo llo w e d
during the r e t e n t i o n and r e le a r n in g p r a c t i c e s e s s i o n s .
72
When two or more s u b j e c t s were sch ed uled t o g e t h e r ,
th ey took tu rn s p erform in g, r e s t i n g a f t e r f i v e t r i a l s on
the la c r o s s e s k i l l and th e balance board and a f t e r te n
t r i a l s on the f o o t v o l l e y and th e maze. I f a s u b je c t was
t e s t e d a lo n e , she was g iv e n r e s t p e r io d s a t th e above
I n t e r v a l s .
M o tiv a tio n
No planned m o tiv a t io n a l d e v ic e was employed in
t h i s stu d y . On o r i g i n a l le a r n in g o f the maze, s u b je c ts
were urged v e r b a lly to c o n c e n tr a te e i t h e r on speed or
accu racy i f th e two s c o r e s showed a wide d isc r e p a n c y . At
a l l p r a c t ic e s e s s i o n s , s u b j e c t s were informed v e r b a lly of
t h e i r s c o r e s on each t r i a l of each s k i l l . I f s u b je c ts
a sk e d , th ey were t o ld th e b e st s c o r e s to date on each
s k i l l . During the r e t e n t i o n and r e le a r n in g p r a c t ic e
s e s s i o n s , s u b j e c t s were asked to compete w ith th em selves
in an e f f o r t to d u p lic a t e t h e i r b est e f f o r t during o r i g i n a l
le a r n in g as many tim es as p o s s i b l e . They were v e r b a lly
p ra ised when th e y e q u a lle d or surpassed t h e i r b est sco re
in o r i g i n a l le a r n in g .
CHAPTER IV
ANALYSIS OF DATA
The c o l l e c t e d data were analyzed in order to d e t e r
mine whether or not s i g n i f i c a n t d if f e r e n c e s e x is t e d among
the t w e n t y - t r i a l , t h i r t y - t r i a l , and f o r t y - t r i a l p r a c t ic e
groups in o r i g i n a l le a r n in g and In r e t e n t i o n o f new motor
s k i l l s . F urther a n a ly s is was made to e s t a b l i s h p o s s i b l e
r e l a t i o n s h i p s among the new motor s k i l l s . S u b je c ts '
performance sc o r e s in th e f i v e new motor s k i l l s served as
a b a sis f o r the f o llo w in g a n a ly se s :
1. R e l i a b i l i t i e s of the new motor s k i l l s .
2 . Comparisons among the th ree p r a c t ic e groups on
i n i t i a l performance s c o r e s .
3* Comparisons of le a r n in g curves f o r the th ree
p r a c t i c e groups on o r ig in a l le a r n in g and on r e t e n t io n and
r e l e a r n i n g .
4. Comparisons among the th ree p r a c t ic e groups on
th e t o t a l performance f o r the f i r s t tw enty t r i a l s of
o r i g i n a l le a r n in g .
73
7^
5. Comparisons among the th r e e p r a c t ic e groups on
net g a in s c o r e s in o r i g i n a l le a r n in g .
6. Comparisons among the th r e e p r a c t ic e groups on
f i n a l performance during o r i g i n a l le a r n in g .
7- Comparisons o f f i n a l performance s c o r e s with
i n i t i a l performance s c o r e s on o r i g i n a l le a r n in g .
8. I n t e r c o r r e la t io n s among the f i v e new motor
s k i l l s .
9. Comparisons among the th r e e p r a c t ic e groups on
the percentage of f i n a l performance r e ta in e d on the f i r s t
t r i a l of r e t e n t i o n t e s t i n g .
10. Comparisons among the th ree p r a c t ic e groups on
the number o f r e le a r n in g t r i a l s req u ired to r e le a r n to
f i n a l perform ance.
11. Comparisons among the th ree p r a c t ic e groups on
sa v in g s s c o r e s .
12. Comparisons among the th ree p r a c t ic e groups on
I n i t i a l r e le a r n in g , t o t a l r e le a r n in g , and f i n a l r e le a r n in g .
R e l i a b i l i t i e s o f New Motor S k i l l s
R e l i a b i l i t i e s o f the f i v e new motor s k i l l s were
determined f o r both i n i t i a l and f i n a l performance on
o r i g i n a l le a r n in g . R e l i a b i l i t i e s o f th e s k i l l s during
I n i t i a l phases o f performance were determined by computing
Pearson Product-Moment c o r r e l a t i o n s on s c o r e s made on the
t o t a l o f p r a c t ic e t r i a l s two and f o u r , and s c o r e s made on
75
the t o t a l of p r a c t ic e t r i a l s th r e e and f i v e . T r ia l one was
co n sid ered as an i n i t i a l p r a c t ic e t r i a l . C o r r e la tio n
c o e f f i c i e n t s obtained were th en stepped up by th e Spearman-
Brown prophecy formula f o r a t o t a l o f f i v e t r i a l s , the num
ber which was used in d eterm in in g i n i t i a l perform ance. In
order to determ ine whether r e l i a b i l i t i e s of the s k i l l s
in crea sed as p r a c t ic e in c r e a s e d , c o r r e la t io n s a l s o were
computed f o r s c o r e s made on th e t o t a l of p r a c t ic e t r i a l s
s ix t e e n and e ig h te e n f o r th e t w e n t y - t r i a l p r a c t ic e group,
t w e n ty - s ix and tw e n ty -e ig h t f o r the t h i r t y - t r i a l p r a c tic e
group, and t h i r t y - s i x and t h i r t y - e i g h t fo r the f o r t y - t r i a l
p r a c t ic e group and s c o r e s made on the t o t a l of p r a c t ic e
t r i a l s se v e n te e n and n in e te e n fo r the t w e n t y - t r ia l p r a c t ic e
group, tw e n ty -se v e n and tw en ty -n in e fo r the t h i r t y - t r i a l
p r a c t ic e grou p s, and t h i r t y - s e v e n and t h ir t y - n in e f o r the
f o r t y - t r i a l p r a c t ic e group. T r ia ls tw enty f o r Group I ,
t h i r t y f o r Group I I , and f o r t y f o r Group I I I were c o n s id
ered as f i n a l p r a c t ic e t r i a l s . C o r r e la tio n c o e f f i c i e n t s
obtained were then stepped up by the Spearman-Brown prophecy
formula fo r a t o t a l o f f i v e t r i a l s , the number which was
used in determ in in g f i n a l perform ance.
R e l i a b i l i t y c o e f f i c i e n t s were a l s o computed fo r
t o t a l performance on a l l f i v e s k i l l s . A summary o f the
r e l i a b i l i t y c o e f f i c i e n t s f o r i n i t i a l and f i n a l performance
sc o r e s o f th e f i v e new s k i l l s and o f t o t a l performance
sc o r e s is p resen ted in Table 1.
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TABLE 1
RELIABILITY COEFFICIENTS FOR INITIAL AND FINAL PERFORMANCE
SCORES OF THE FIVE NEW M OTOR SKILLS
S k i l l
R e l i a b i l i t y
Coeffic ie n ts
I n i t i a l F in a l
Maze-time .96
•95
Maze-errors .80 .43
Balance board .92 • 92
Lacrosse
• 79 • 87
Foot vo lley .40
.45
T o ta l performance
.89 • 91
M aze-tlme r e l i a b i l i t y
I n i t i a l . - - R e l i a b i l i t y o f th e m aze-tlm e was e s t a b
l i s h e d by c o r r e la t in g s c o r e s made on t r i a l s two and fou r
w ith s c o r e s made on t r i a l s th r e e and f i v e . The c o r r e l a
t i o n c o e f f i c i e n t obtained was .90 + .0 1 . A p p lic a tio n of
th e Spearman-Brown formula in crea sed th e r e l i a b i l i t y
c o e f f i c i e n t to . 9 6 .
F i n a l . --A c o r r e l a t i o n c o e f f i c i e n t o f .89 + -01 was
obtained between s c o r e s made on t r i a l s s i x t e e n and e ig h te e n ,
t w e n t y - s ix and t w e n t y - e ig h t , or t r i a l s t h i r t y - s i x and
t h i r t y - e i g h t and s c o r e s made on t r i a l s se v e n te e n and n in e
t e e n , tw e n ty -se v e n and tw e n ty -n in e , or t h i r t y - s e v e n and
t h i r t y - n i n e . This c o r r e l a t i o n c o e f f i c i e n t was in crea sed to
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•95 when stepped up by the Spearman-Brown form ula f o r a
t o t a l of f i v e t r i a l s .
Maze-errors r e l i a b i l i t y
I n i t i a l . - - R e l i a b i l i t y o f th e m a ze-errors was e s t a b
li s h e d by c o r r e l a t i n g sc o r e s made on t r i a l s two and fou r
w ith s c o r e s made on t r i a l s th r e e and f i v e . A c o r r e l a t i o n
c o e f f i c i e n t of .62 + .04 was o b ta in e d . A p p lic a tio n o f the
Spearman-Brown formula in crea sed th e r e l i a b i l i t y c o e f f i c i
en t to .80.
F i n a l . --A c o r r e la t io n c o e f f i c i e n t o f .23 + -07 was
obtained between s c o r e s made on t r i a l s s i x t e e n and e ig h te e n ,
t w e n t y - s ix and t w e n t y - e ig h t , or t h i r t y - s i x and t h i r t y - e i g h t
and s c o r e s made on t r i a l s s e v e n te e n and n in e te e n , tw en ty-
sev en and tw e n ty -n in e , or t h i r t y - s e v e n and t h i r t y - n i n e .
A p p lic a tio n o f the Spearman-Brown formula in c r e a se d the
r e l i a b i l i t y c o e f f i c i e n t to .43*
Balance board r e l i a b i l i t y
I n i t i a l . - - R e l i a b i l i t y of the balance board was
e s ta b lis h e d by c o r r e l a t i n g scores made on t r i a l s two and
fo ur with scores made on t r i a l s th re e and f i v e . A c o r r e l a
t io n c o e f f i c i e n t of .82 + .02 was ob tained . This c o r r e l a
t io n c o e f f i c i e n t was increased to .92 by a p p li c a t io n of the
Spearman-Brown fo rm u la.
F i n a l .- - A c o r r e l a t i o n c o e f f i c i e n t o f .83 + -02 was
78
ob tain ed between s c o r e s made on t r i a l s s ix t e e n and e ig h te e n ,
t w e n ty - s ix and t w e n t y - e ig h t , or t h i r t y - s i x and t h i r t y - e i g h t
and sc o r e s made on t r i a l s s e v e n te e n and n in e te e n , tw enty-
seven and tw e n ty -n in e , or t h i r t y - s e v e n and t h i r t y - n i n e .
A p p lic a tio n of the Spearman-Brown formula in crea sed the
r e l i a b i l i t y c o e f f i c i e n t to . 9 2 .
L acrosse r e l i a b i l i t y
I n i t i a l . - - R e l i a b i l i t y of th e l a c r o s s e s k i l l was
e s t a b lis h e d by c o r r e la t in g s c o r e s made on t r i a l s two and
fo u r w ith s c o r e s made on t r i a l s th ree and f i v e . A c o r r e
l a t i o n c o e f f i c i e n t o f .60 + .05 was o b ta in e d . A p p lic a tio n
of th e Spearman-Brown formula in crea sed the r e l i a b i l i t y
c o e f f i c i e n t to .79*
F i n a l .- - A c o r r e l a t i o n c o e f f i c i e n t of .73 + *03 was
obtained between s c o r e s made on t r i a l s s i x t e e n and e ig h te e n ,
t w e n ty - s ix and t w e n t y - e ig h t , or t h i r t y - s i x and t h i r t y - e i g h t
and sc o r e s made on t r i a l s s e v e n te e n and n in e te e n , tw enty-
sev en and tw en ty -n in e or t h i r t y - s e v e n and t h i r t y - n i n e .
A p p lic a tio n of the Spearman-Brown formula in crea sed the
r e l i a b i l i t y c o e f f i c i e n t to . 8 j .
Foot v o l l e y r e l i a b i l i t y
I n i t i a l . - - R e l i a b i l i t y o f th e f o o t v o l l e y was e s t a b
l i s h e d by c o r r e la t in g s c o r e s made on t r i a l s two and four
w ith sc o r e s made on t r i a l s th r e e and f i v e . The c o r r e la t io n
79
c o e f f i c i e n t ob tain ed was .21 + . 0 7 . T his c o r r e l a t i o n
c o e f f i c i e n t was in crea sed to .40 by a p p l i c a t i o n o f the
Spearman-Brown form ula.
F i n a l . --A c o r r e l a t i o n c o e f f i c i e n t o f .25 + *07 was
obtained between s c o r e s made on t r i a l s s i x t e e n and e ig h te e n ,
t w e n t y - s ix and t w e n t y - e ig h t , t h i r t y - s i x and t h i r t y - e i g h t
and s c o r e s made on t r i a l s se v e n te e n and n in e te e n , tw en ty-
seven and tw e n ty -n in e , or t h i r t y - s e v e n and t h i r t y - n i n e .
A p p lic a tio n o f the Spearman-Brown form ula in crea sed the
r e l i a b i l i t y c o e f f i c i e n t to .45-
T o ta l performance r e l i a b i l i t y
In order to e s t a b l i s h an o v e r - a l l r e l i a b i l i t y as an
i n d i c a t i o n of t o t a l perform ance, z s c o r e s were computed fo r
each s k i l l . The z_ s c o r e s f o r each s u b je c t were then
t o t a l l e d to o b ta in a t o t a l performance s c o r e .
I n i t i a l . - - I n i t i a l r e l i a b i l i t y was e s t a b lis h e d by
c o r r e la t in g _ z s c o r e s made on t r i a l s two and fou r w ith
s c o r e s made on t r i a l s th ree and f i v e . The c o r r e l a t i o n
c o e f f i c i e n t ob tain ed was .77 + *03- This c o r r e la t io n
c o e f f i c i e n t was Increased to .89 by a p p l i c a t i o n o f the
Spearman-Brown form ula.
F i n a l . --A c o r r e l a t i o n c o e f f i c i e n t of .80 + .03 was
ob tain ed between s c o r e s made on t r i a l s s ix t e e n and e ig h te e n ,
t w e n t y - s ix and t w e n t y - e ig h t , or t h i r t y - s i x and t h i r t y - e i g h t
and s c o r e s made on t r i a l s s e v e n te e n and n in e te e n , tw en ty-
8o
sev en and tw e n ty -n in e , or t h i r t y - s e v e n and t h i r t y - n i n e .
A p p lic a tio n of the Spearman-Brown formula in crea sed the
r e l i a b i l i t y c o e f f i c i e n t to .9 1 .
Comparisons of Performance S cores f o r Three P r a c tic e
Groups in O r ig in a l Learning o f New Motor S k i l l s
For a l l o f the comparisons o f performance s c o r e s in
the new motor s k i l l s , means, standard d e v i a t i o n s , and
standard err o r s o f means were computed fo r each o f the
th ree p r a c t ic e groups. In order to t e s t f o r d i f f e r e n c e s
among groups in performance s c o r e s , standard err o r s o f the
d i f f e r e n c e s between means and _ t-r a tio s were computed. In
each I n s ta n c e , the t e s t fo r s i g n i f i c a n c e a p p lie d was fo r
u n c o r r e la te d means. The 5 Per cen t l e v e l o f c o n fid en ce was
accep ted as in d ic a t in g s i g n i f i c a n t d i f f e r e n c e s .
In a l l t a b le s c o n ta in in g com parisons, the tw en ty-
t r i a l p r a c t ic e group i s d e sig n a te d as Group I , the t h i r t y -
t r i a l p r a c t ic e group as Group I I , and the f o r t y - t r i a l p rac
t i c e group as Group I I I . In the s e c t i o n s c o n ta in in g
d i f f e r e n c e s between grou p s, u n le s s n oted , s i g n i f i c a n t
d i f f e r e n c e s are In fa v o r o f the group l i s t e d f i r s t .
Comparison o f I n i t i a l Performance
S cores o f Three P r a c t ic e Groups
S u b je c ts were randomly a ssig n e d to p r a c t ic e groups.
In order to determ ine whether th e r e were d i f f e r e n c e s among
the groups, i n i t i a l performance s c o r e s were compared.
I n i t i a l performance was determined by adding the t o t a l of
the f i r s t f i v e t r i a l s of o r ig in a l learn in g; scores were
then computed for t h is t o t a l fo r each s k i l l . Total i n i t i a l
performance scores were determined by adding the z_ scores
from each s k i l l to obtain one t o t a l for each s u b j e c t . The
scores made by the three groups of su b je c ts were compared
to determine whether d iffe r e n c e s e x is t e d . Using t h is means
of comparison, there were no s t a t i s t i c a l l y s i g n i f i c a n t
d iff e r e n c e s among the group means. The h ig h e st t^-ratio
obtained was 1.99 for the d iff e r e n c e between Groups I and
II which approached s ig n i f i c a n c e at the 5 Per cent l e v e l of
con fid en ce. Comparisons of i n i t i a l performance scores
appear in Table 2.
Comparison of T o ta l Perform ance Scores of Three
P r a c t i c e Groups on O r i g in a l L e arn in g
L e arn in g curves f o r o r i g i n a l l e a r n i n g
The means of th e raw s c o re s f o r each new motor
s k i l l were computed f o r th e t o t a l group and f o r th e tw enty-
t r i a l , t h i r t y - t r i a l , and f o r t y - t r i a l p r a c t i c e groups f o r
each t r i a l of o r i g i n a l l e a r n i n g . From th e s e means, l e a r n
ing curves f o r each s k i l l were p l o t t e d .
M aze-tlme. --The learning curve for the maze-time
was n e g a tiv e ly a c c e le r a te d . The mean time fo r the t o t a l
group on t r i a l one was 14.59 seconds. At the end of
twenty t r i a l s , the mean time had dropped to 11.50 seconds.
TABLE 2
COMPARISON OF INITIAL PERFORMANCE SCORES FOR THREE
GROUPS ON INITIAL PERFORMANCE ON ALL FIVE SKILLS
D ifferen ce s Between Groups
Group Range Mean S.D. S.E. Groups M
d i f f d i f f
t
I I 89- 38O 259-50 46 .44 8.62 I - I I 21.00 10.50
1.99
II 168-294 238.50 32 .82 6.09 I - I I I 7-67 10.35 • 76
I I I 181-318 251.83 31 -40 5-83 I I - I I I
13-33
8.43
1-55
T otal Group 168-294 249 - 94 38.42
4 .07
NOTE: This ta b le should be read as fo llo w s: On i n i t i a l performance on a l l f i v e
s k i l l s , Group I ' s ( tw e n ty -tr ia l p r a c tic e ) scores ranged from 189 to 3 80. The mean was
259-50; the S .D ., 46.44; and the S.E. of the M, 8 .6 2 . Group I had a 21.00 higher mean
than Group II ( t h i r t y - t r i a l p r a c t ic e ) . The S.E. of the M d iffe r e n c e was 10.50. The
r e s u lt in g t of 1.99 did not represent a s ig n i f i c a n t d iff e r e n c e .
co
ro
83
The mean time fo r Groups I I and I I I at the end of t h i r t y
p r a c tic e t r i a l s was 11.29 seconds. The mean time per
t r i a l fo r Group I I I continued to decrease to 1 0 .80 seconds,
at the end of f o r t y t r i a l s . Table 3 presen ts a summary of
th ese f in d in g s . Figure 1, page 8 5 , p resents a graphic
re p r e se n ta tio n of the le a r n in g curves.
M a z e -e rro rs.--The le a rn in g curve f o r the maze-
e rr o r s shows marked f l u c t u a t i o n s from t r i a l to t r i a l with
group curves c ro ssin g and re c ro s s in g each o th e r. The mean
f o r the T o ta l Group on t r i a l one was 1 1 .87 e r r o r s . At the
end of twenty t r i a l s the mean had dropped to 10.42 e r r o r s .
The mean f o r Groups II and I I I a t the end of t h i r t y t r i a l s
was 1 0 .43. At the end of f o r t y t r i a l s , the mean f o r Group
I I I was 9*23 e r r o r s . Table 4, page 86, p resen ts a summary
of the raw sc o re s . Figure 2, page 8 7 , p r e s e n ts a graphic
r e p r e s e n ta t io n of the le a rn in g curves.
Balance b o a rd .--The le a rn in g curve f o r the balance
board shows a f a i r l y steady d e c lin e In e rr o r s per t r i a l .
The mean fo r the t o t a l group on t r i a l one was 4.32 e r r o r s.
At the end of twenty t r i a l s the mean had dropped to 2.42
e r r o r s . The mean fo r Groups I I and I I I at the end of
t h i r t y t r i a l s had dropped to I .67 e r r o r s . At the end of
f o r t y p ra ctice t r i a l s , the mean fo r Group I I I dropped even
fa r th e r to 1.13 e r r o r s . Table page 8 8 , p resents a
summary of the raw s c o r e s . Figure 3 , page 8 9 , p resents a
graphic r e p r e se n ta tio n of the learn in g curves.
84
TABLE 3
MEANS OP RAW SCORES FOR MAZE-TIME IN ORIGINAL LEARNING
T r i a l s Group I Group II Group I I I T o ta l Group
1 14 .20 14 .87 14 .71
14.59
2
13.27
14.66 14 .03
13.99
3
13.04 15.00 13.90 13.98
4 12 .62 13.50 13.34 13.15
5
12 .51
12.95
12 .94 12.80
6 12.36 12 .96 12 .84 12.72
7
12 .20 12 .80 13.06
12.69
8
11.95 12.55
13.06 12 .52
9 11.74 12.43 12.92 12.36
10 11.88 11 .94 12 .15 11.99
11 12.26 12 .22
12.35
12.28
12
11.97
12 .51 12 .41 12.30
13 11.57
12 .25
12.35
12.06
14 11.40 11 .84 12 .48
11.91
15
11.41 12.03 12.42
11.95
16 11.36 12 .14 12.14 11.88
17
11.18 11.76 11.92 11.62
18
11.25
11.66 11.88 11.60
19
11.24 11 .50 11.89 11.54
20
1 1.49 11.07 11.93
11.50
21 11.72 11.66
11.69
22 12 .02
11.77 11.90
23
11.72 11.62
11.67
24 11.66 11.49 11.57
25
11.78 11.56 11.67
26 11.36 11.41
11.39
27
11 .10 11.50 1 1.30
28 11.47 1 1 .25 11.36
29 11.34 11.52 1 1 .43
30
11.17
11.42
1 1 .29
31
11.36
32 11.51
33 11.31
34 11.38
35 10.93
36 10.72
37 10.72
38 IO.78
39
10.81
40 10.80
NOTE: This ta b l e should be read as follow s: For
t r i a l one of o r i g in a l le a rn in g on the maze-time, the mean
fo r Group I was 14.20; the mean f o r Group I I was 14.87; fo r
Group I I I , 14.71; and fo r the t o t a l group, 14.59.
8 5
M e n Tine
la Seconds
16.00 -
15.00 -
13.00 —
1 2 .0 0 -
1 1 . 0 0
10.00
T r 1111
Group I
V-*-"
LEARNING CURVES FOR HAZE-TIHE I S ORIGINAL LEARNING
Group II
Group III
Total Group
Groupi II-1II i
TABLE 4
MEANS OF RAW SCORES FOR MAZE-ERRORS IN ORIGINAL LEARNING
T r ia ls Group I Group I I Group I I I Total Group
1 1 0 . 90
12.57
12 .13
11.87
2 10.60 12 .00 11.47 11.36
3
10.00
10.07 11.53 10.53
4
12.23 10.43 9 .5 0 10.72
5 11.27
11.90 10.07
11.08
6 10.20
10.03 11.23 10.49
7 10.73
11.40 1 1 .27 11.13
8 11.50
10.73 10.83 11.02
9 11.17
1 1 . 50
9.93 10.87
10
11.13 11.83
10.70 11.22
11 10.17 12.27 1 1 .30 11.24
12 10.00
10.93 11.87 10.93
13 10.23
10.70 10.80 10.58
14 10.30
10.37 9-77
10.14
15 10.33 10.53 9.83 10.23
16
10.83 10.50
9-33
10.22
17
10.80 11.50
10.33
10.88
18
10.57 11.13 10.33
10.68
19 10.73
10.00 8.9 0 9.88
20
9.93 11.43 9-90 10.42
21 10.50 10.27 10.38
22
11.23 9.77
10.50
23
10.10
9.17 9.63
24
10.57
9.70 10.13
25
9.40
9-67 9-53
26 10.17
10.33 10.25
27 10.70 8.80
9-75
28
10.13
10.17 10.15
29 9.77 8.57 9.1 7
30
10.27 10.60 10.43
31 10.20
32
9-33
33 8.87
34
9.07
35 9.77
36
9-57
37
10.03
38 10.20
39 9-37
40
9.23
NOTE: This ta b le should be read as f o llo w s : For
t r i a l one of o r ig in a l lea rn in g on the maze - e r r o r s , the mean
for Group I was 10 •90; the mean fo r Group I I was 12.57; for
Group III
, 1 2 .1 3 ;
and fo r the t o t a l group, 11.87.
8 1
Mean Errori
Per Trial
13.00 —
12.00 —
1 1 . 0 0 -
10 ,0 0 -
9.00 —
8, 0 0 -
7.00 _
Trial*
Group I
7IGURE 2
LEARNING CURVES FOR MAZE-ERRORS IH ORIGINAL LEARNING
Group II — — —
Group III
Total Group —
Group* II-III
88
TABLE 5
MEANS OF RAW SCORES FOR BALANCE BOARD ON ORIGINAL LEARNING
T r ia ls Group I Group I I Group I I I T o tal Group
1 4 .27 4 .43 4 .27 4 .32
2 4.43 4 .70 4 .3 0 4 .48
3
4 .27 4 .17 4 .07
4 .17
4 3-80
4.33
3.90 4 .01
5
3-70 4 .20
3-83 3.91
6 3.60
3.53
3-90 3.68
7
3-60 4 .00
3.43
3.68
8 3-20
3.63 3.57 3.47
9 2.9 3 3-73 2 .67 3.11
10 3-30 3 .30 3.00 3*20
11 3.00
3-33 2 .87 3 .0 7
12 3.10
3.23 2 .8 7 3 .07
13 2 .9 7 3.37
2 .6 0 2 .98
14
3 .27 3 .27 2 .5 7 3.03
15 2 .7 7 2.93
2 .40 2 .70
16
2 .83 2 .9 0
2 .33 2 .6 9
17
2 .80
2 .67 2.93
2 .80
18
2 .53 2 .63 2 .47 2 .54
19
2 .90 2 .4 0 2 .3 0
2.53
20 2 .10
2-97
2 .20 2 .42
21 2 .27 1.73
2 .00
22
2 .1 7 1.97 2 .07
23 2 .27
1.80 2 .10
24 2 .5 0 2 .17 2.33
25
2.43 2 .30
2 .3 7
26
2 .3 7 1.73 2 .05
27 2 .07 1 .6 7 1.87
28
1.83 1.63 1.73
29 2.33 1 .63 1.98
30 1 .60
1-73 1 .6 7
31 1 .5 0
32 1.50
33
1 .47
34 1.70
35
1.50
36
1-37
37 1.43
38 1 .43
39 1.53
40
1.13
NOTE: This ta b le should be read as fo llo w s : For
t r i a l one of o r ig in a l le a r n in g on the balance board, the
mean for Group I was 4.27; the mean fo r Group II was 4.43;
for Group I I I , 4.27; and fo r the t o t a l group, 4 .3 2 .
Kein Errors
Per Triel
4 . 0 0 -
3.00
2.00
4 5 4 7 8 9 10 11 12 13 14 15 16 1? 18 19 20 21 22 23 24 25 26 2? 28 29 30 31 32 33 34 35 36 37 38 39 40
T r i a l i
FIGURE 3
LEARNING CURVES FOR BALANCE BOARD IN ORIGINAL LEARNING
Group I — — •
Group II — — —
Group III - - - - -
Totil Group
Croupi II-III
90
L a c r o s s e . --The learn in g curve fo r the la c r o sse
s k i l l shows a f a i r l y steady r i s e in the number of s u c c e s s
f u l catches per t r i a l . The mean for the t o t a l group on
t r i a l one was 1.13 s u c c e s s fu l c a tc h e s. At the end of
twenty t r i a l s , the mean had r is e n to 2.23 s u c c e s s fu l
c a t c h e s . The mean for Groups I I and I I I at the end of
t h i r t y t r i a l s was 2 .4 0 s u c c e ss fu l c a tc h e s. At the end of
f o r ty t r i a l s , the mean number of s u c c e s s fu l catches per
t r i a l was 2.83 for Group I I I . The learning curve for
Group I I was below the curves of the other two groups
throughout the learn in g period. Table 6 presents a summary
of the raw s c o r e s . Figure 4, page 92, presents a graphic
r e p r e se n ta tio n of the learn in g curves.
Foot v o l l e y .--The learn in g curve fo r the foot
v o lle y shows only a s l i g h t r i s e throughout the o r ig in a l
learn in g period in the number of s u c c e s s fu l v o lle y s per
t r i a l . The mean for the t o t a l group on t r i a l one was 1.91
s u c c e s s f u l v o l l e y s . At the end of twenty t r i a l s , the mean
fo r the t o t a l group was 2.23 s u c c e s s fu l v o lle y s per t r i a l .
The mean fo r Groups I I and I I I at the end of t h i r t y t r i a l s
was 2.03 s u c c e s s fu l v o lle y s per t r i a l . At the end of f o r ty
p r a c tic e t r i a l s , the mean number of s u c c e s s fu l v o lle y s per
t r i a l fo r Group I I I was 2 .30. Table J , page 93? presents
a summary of the means of the raw s c o r e s . Figure 5* Page
94, presents a graphic r e p r e se n ta tio n of the learning
c u r v e s .
91
TABLE 6
MEANS OF RAW SCORES FOR LACROSSE IN ORIGINAL LEARNING
T r ia ls Group I Group II Group I I I Total Group
1 1.50
• 97 • 93 1.13
2 1.40
1.07 1.57
1.34
3 1.43 • 93 1.27
1.21
4 1.50
1.23
1.27
1.33
5 1.93 • 93 1.63
1.50
6
1.97 1 .47 2 .17 1.87
7 1.87 1.67 2.03 1 .97
8
1.87 1.47 1.73 1.69
9
2 .10 1 .43 2 .80 2 .11
10
1.73 1.57 1.93 1.7^
11 2 .43
1.57
2.4 0 2.13
12
2 .27
1 .40
2.2 3 1-97
13
2 .20 1 .70 2 .3 0
2.0 7
14
2.03
1 .47
2 .17 1 .89
15 2 .67 1.60
2.43 2 .23
16 2 .07 1.87
2.43 2 .12
17 2 .67 1.97 2.5 3 2 .3 9
18
2.13 1.77 2 .4 7
2.12
19
2 .10 1.80
2 .5 7 2 .3 9
20 2 .87 1.60
2.2 3 2 .23
21
2 .13
2 .6 0
2 .3 7
22 2 .10
2 .0 3 2 .0 7
23 1-73 2.7 3 2 .23
24
2.03 2 .30
2 .1 7
25
I .87 2 .8 7
2 .3 7
26
1.83 3-03 2 .43
27 2 .23 2 .8 0 2.52
28
2 .07 2 .5 7
2.32
29 1.90
2 .53
2 .22
30
1 .97 2.83
2 .40
31 3.23
32
3.13
33 3-13
34 2 .87
35 2 .9 7
36
3.23
37 3.13
38
2 .7 7
39 2 .7 7
40 2 .83
NOTE: This t a b l e should be read as follow s: For
t r i a l one of o r i g i n a l le a r n in g on the l a c r o s s e s k i l l , the
mean f o r Group I was 1.50; the mean f o r Group I I was .97;
f o r Group I I I , .93; and f o r the t o t a l group, 1.13*
Mem Citchei
Per Trial
2.50 —
2.00 —
0.50 —
1 2 3 A 5 6 7 8 9 10 11 12 13 1A 15 16 17 18 19 20 21 22 23 24 25 20 27 28 29 30 i
T 1 1 a 1 a
FIGURE 4
LEARNING CURVES FOR LACROSSE IN ORIGINAL LEARNING
Group I
Group II
Group III — — —
Total Group
Groupa II-III
93
TABLE 7
MEANS OF RAW SCORES FOR FOOT VOLLEY IN ORIGINAL LEARNING
T r ia ls Group I Group I I Group I I I Total Group
1
1.87 1.90
1.97 1.91
2
1.97
2 .10 1.83 1.97
3 1.93
2 .00
2 .0 7 2 .0 0
4
2 .27 1.70
1.93 1.97
5
2 .10 1 .87 2 .0 7
2 .01
6
2.13 1.97 2 .2 7
2.12
7 2 .87 1.97
2 .1 0 1.98
8 2 .10
2 .07
2 .00 2 .0 6
9
2 .4 0
1.83 2.03 2 .07
10 2 .10 2 .20
1 .97 2 .0 9
11 2 .23 2.23 2.23 2.23
12
1.97 2.23 2 .1 3 2 .1 3
13 2 .03 2 .00
2 .07 2.03
14
2 .07 2.07 1.97 2 .03
15 2 .17 2 .07 2 .23
2.16
16 2 .27 1.87 2 .53
2.22
17 2.53 2.53 2 .17
2 .41
18
2.33 2 .27
2 .17 2 .26
19 2 .3 7 1.90 2 .0 7
2.11
20 2 .30 2 .20 2 .2 0 2 .23
21 2.00 2 .1 0 2 .0 3
22 2 .23 2 .2 3 2 .23
23
2 .10
1.93
2.02
24 2 .03 1.97
2 .00
25
1.90
1-97 1.93
26
1-93
2 .3 0 2.12
27 2.03 2.2 3 2 .1 3
28 2 .00 2 .03 2.02
29
2 .40 2 .1 0 2 .25
30 2 .23 1.83 2.03
31 2 .3 7
32 1.90
33 2.13
3^
2 .3 0
35 1.83
36 2 .3 0
37
2.2 3
38 2 .13
39 2 .1 7
40 2 .3 0
NOTE: This ta b le should be read as fo llo w s: For
t r i a l one of o r i g i n a l lea rn in g on the f o o t v o l l e y , the mean
for Group I was 1.87; the mean fo r Group I I was 1.90; for
Group I I I , 1.97; and for the t o t a l group, 1 .91.
9 ^
Hem Volleys
Per Trial
3 . 0 0 -
2.50 —
2 . 2 5 -
W 7
1.75 -
1.50 -
I r 1 a 1 1
Group 1
FIGURE 5
LEARNING CURVES FOR FOOT VOLLEY IN ORICINAL LEARNING
Group II — —
Group III — —
Totil Group
Groupi 11*111
T o tal performance scores on f i r s t twenty t r i a l s
95
Scores made on the f i r s t twenty t r i a l s of o r i g in a l
lea rn in g f o r each s k i l l were t o t a l l e d as a measure of t o t a l
performance. Mean scores of s u b je c ts in Groups I , I I , and
I I I were compared to a s c e r t a i n whether d iff e r e n c e s ex iste d
among groups when le a rn in g and performance were determined
by t h i s measure. Table 7, page 9 6, p resen ts a summary of
the d iffe re n c e s for a l l fiv e s k i l l s .
Maze-time. --Scores on the maze-time were measured
in terms of the number of seconds required to tra c e the
maze, so th a t the lower the score the b e t t e r the perform
ance. The mean score fo r Group I was 1 1 .67 below th a t of
Group II and 14.00 below the mean score of Group I I I .
N either d if f e r e n c e was s t a t i s t i c a l l y s i g n i f i c a n t .
The mean score fo r the t o t a l of the f i r s t twenty
t r i a l s of o r ig in a l le a rn in g fo r Group II was 2.33 below
th a t of Group I I I . This d if f e r e n c e was not s t a t i s t i c a l l y
s i g n i f l e a n t .
M a z e -e rro rs.--Scores on the m aze-errors were
measured in terms of the number of e rro rs made in terms of
the number of e rr o r s made per t r i a l . A lower score i n
d ica te d b e t t e r performance.
The mean score on t o t a l performance for Group I was
6-33 below th a t of Group II and 4 .00 above the mean score
fo r Group I I I . N either d iffe re n c e was s t a t i s t i c a l l y
s i g n i f l e a n t .
TABLE 8
COMPARISONS OF THREE GROUPS ON TOTAL PERFORMANCE IN ORIGINAL
LEARNING OF FIVE NEW MOTOR SKILLS
D ifferences Between Groups
S k i l l Group Range Mean S.D. S.E. Groups M
d i f f
S.E.M
d i f f
Maze
time
I
I I
I I I
T otal
Group
18 6 .6 -3 2 6 .9
2 1 2 .1 -3 4 4 .0
172.2-382.4
172.2-382 .4
239.83
251.50
253.83
248.61
35.09
33-48
48.51
41.73
6.52
6.22
9-01
4 .42
I - I I
I - I I I
I I - I I I
11.67
14 .00
2.33
9.01
11.26
11.12
1.37
1.26
.16
Maze-
e rro rs
I
I I
I I I
Total
Group
101 -306
124 -354
150 -356
101 -356
215.50
221.83
211.50
216.61
49.32
44.34
43.29
46.02
9.16
8.23
8.04
4.88
I - I I
I - I I I
I I - I I I
6.33
4 .00
10.33
12 .31
12 .19
11.51
.67
.21
• 94
Balance
board
I
I I
I I I
Total
Group
2 -123
13 -122
0 -105
0 -123
64.83
70.17
63.83
67.94
29.94
27.53
27.20
26.72
5.56
5-11
5.05
2 .83
I - I I
I - I I I
I I - I I I
5.34
1.00
6.34
7.55
7.51
7-18
.58
• 39
1.02
TABLE 8— Continued
S k i l l Group Range Mean S.D. S.E.
D ifferen ces
Groups M
d i f f
Between Groups
t^
Lacrosse I 0 -103 41.00 24 .24 4 .50 I - I I 11.83 5.50 2.04 *
II 2
- 63 29-17
17.06
3-17
I - I I I
-33
5-44
-07
I I I 14
- 71 41.33
16.47 3-06 I I I - I I 12 .16 4.41 2.62 *
Total
Group 0 -103
37-17
20.38 2.16
Foot I 32 - 71
43.00 8.78 I .63 I - I I 2 .3 0 2.38
•85
v o lle y II 20
- 55
40.70 9.34 1-73
I - I I I 1.20
2.09 .41
I I I 26
- 55
41.80 7.05 1.31 I I - I I I 1.10
2.17 .48
Total
Group 20
- 71 42.07
8.18
-87
♦ S ig n ific a n t at or beyond 5 Per cent l e v e l of confidence.
NOTE: This ta b le should be read as fo llo w s: For t o t a l performance in o r ig in a l
learning on the maze-time, Group I ' s ( tw e n ty -tr ia l p r a c tic e ) scores ranged from 186.6 to
326.9- The mean was 239-83; the S .D ., 35-09; and the S.E. of the M, 6 .5 2 . Group I had
an 11.67 lower (b etter) mean than Group I I ( t h i r t y - t r i a l p r a c t i c e ) . The S.E. of the M
d iffe r e n c e was 9-01. The r e s u ltin g t_ of 1.37 did not represent a s i g n i f i c a n t d iff e r e n c e .
98
Balance b o a rd . --Scores on the balance board were
measured in terms of the number of e rr o r s made on each
t r i a l . A lower score in d ic ate d b e t t e r performance.
The mean score f o r Group I was 5-3^ e rr o r s below
th a t of Group I I and 1.00 above the mean score f o r Group
I I I . N either of these d iff e r e n c e s was s t a t i s t i c a l l y
s i g n i f l e a n t .
The mean score fo r Group I I exceeded t h a t of Group
I I I by 6.39 e r r o r s . This d if f e re n c e in group means was not
s t a t i s t i c a l l y s i g n i f i c a n t .
L a c r o s s e . - -Scores f o r the la c ro s s e s k i l l were
measured by the number of su c ce ssfu l catches made on each
t r i a l . Higher scores in d ic a te d b e t t e r performance.
The mean score f o r Group I exceeded t h a t of Group
I I by 11.83 p o in ts . This d if f e r e n c e produced a t_-ratio of
2 .Oh which was s t a t i s t i c a l l y s i g n i f i c a n t a t the 5 per cent
le v e l of confidence. The mean score f o r Group I was .33
points below th a t of Group I I I , a d if f e r e n c e which was not
s t a t i s t i c a l l y s i g n i f i c a n t .
The mean score fo r Group I I I was 12.16 p oin ts above
t h a t of Group I I . This d if f e r e n c e produced a t_-ratio of
2.62 which was s t a t i s t i c a l l y s i g n i f i c a n t a t the 5 per cent
le v e l of confidence.
Foot v o l l e y . --Scores f o r the fo o t v olley were
measured by the number of su c ce ssfu l volleys made on each
t r i a l . Higher scores in d ic ate d b e tt e r performance.
99
The mean score of Group I exceeded that of Group II
by 2 .3 0 p oin ts and that of Group I I I by 1.20 p o in ts .
N either d iff e r e n c e was s t a t i s t i c a l l y s i g n i f i c a n t .
The mean score fo r Group I I I was 1.10 points higher
than the mean score fo r Group I I . This d iff e r e n c e was not
s t a t i s t i c a l l y s i g n i f i c a n t .
Comparison of Three P r a c tic e Groups on Net
Gain During O riginal Learning
Net gain scores were determined by su b tra ctin g the
average of the f i r s t f i v e t r i a l s of o r i g i n a l learning from
trie average of the l a s t f i v e t r i a l s of o r ig in a l lea rn in g .
Since performance in motor s k i l l f l u c t u a t e s , i t was
reasoned that an average of f i v e t r i a l s would present a
more accurate p ictu re of i n i t i a l and f i n a l performance than
the score for any one t r i a l . Table 9 presents a summary of
net gain scores for the f i v e new motor s k i l l s .
Maze-time
When net gain mean scores for the maze-time were
compared, s i g n i f i c a n t d iffe r e n c e s were found. The net gain
mean score fo r Group I was 1.13 below that of Group I I and
1 .17 below the net gain mean score for Group I I I . Both
d if f e r e n c e s were s t a t i s t i c a l l y s i g n i f i c a n t at the 5 per
cent le v e l of con fid en ce.
The net gain mean score fo r Group III was .0^
TABLE 9
COMPARISONS OF THREE PRACTICE GROUPS ON NET GAIN
DURING ORIGINAL LEARNING ON NEW MOTOR SKILLS
D ifferences Between Groups
S k i l l Group Range Mean S.D. S.E. Groups M
d i f f
S.E.Md i f f ;t
Maze I - .90- 5.30 1.83 1.71 • 32 I I - I
1.13 .47 2.32 *
time I I - .36- 8.12 2 .96 1.86
• 35
I I I - I
1.17 •53
2.4 7 *
I I I - 3 .28- 8.36 3-00
2.25
.42 I I - I I I .04 .54 • 32
Total
Group - 3 .28 - 8.36
2.63
2.04 .22
Maze- I - 7 . 80- 7.00 .56 2.89 .54 I - I I •70 .81 1.05
errors I I - 6 . 00- 8.00 1.26 3.26 .61 I - I I I • 74 .84 1.04
I I I -3 .0 0 -1 4 .2 0 1.30 3.44 .64 I I - I I I .04 .88 .01
Total
Group - 7 . 8 0 - 1 4 .20 1.04 3.22 • 34
Balance I - 1 .20 - 4.20 I .50 1.40 .26 I I - I • 92 • 37
2.48 *
board I I - .40- 5 .6O 2 .42 1.42 .26 I I I - I 1.32 • 36 3.54 **
I I I - . 00- 5.20 2.82
1-33 .25 I I - I I I .40 • 36
• 99
Total
Group - 1 .20 - 5.60 2 .24
1.49 .16
TABLE 9— Continued
S k ill Group Range Mean S.D. S.E.
D ifferences Between
Groups S.E.M
d i f f d i f f
Groups
t
Lacrosse I - .40- 2 .20 .88 .81
• 15
I - I I .16 .24 • 72
I I - .80- 2 .8 0 1.04 .98 .18 I I I - I .80
.23
3.61 ♦♦
I I I - . 60- 3-60 1.68 .94
.17
I I I - I I .64
•25
2 .68 ♦♦
T otal
Group - .80- 3 .6O 1.20
• 97
.10
Foot I - .40- 1.20 • 36
.47
.08 I - I I
.15 •13 • 97
volley I I - .60- 1.40 .21
• 53
.10 I - I I I .08
•15
.62
I I I - 1 . 00- 1.20 .28 .64 .12 I I - I I I .07
•15
.29
Total
Group -1 .0 0 - 1.40 .30 .58 .06
♦ S ig n if ic a n t at or beyond 5 Per cent l e v e l of confidence.
♦ ♦ S ig n ific a n t at or beyond 1 per cent le v e l of confidence.
NOTE: This ta b le should be read as fo llo w s: For net gain in o r ig in a l learning
on the maze-time, Group I ' s (tw e n t y -t r ia l p r a c tic e ) scores ranged from - .9 0 to 5 .30.
The mean was 1.83; the S .D ., 1.71; and the S.E. of the M, .32. Group II had a 1.13
higher mean than Group I . The S.E. of the M d iffe r e n c e was .47. The r e s u lt in g ^ t of
2.32 was s t a t i s t i c a l l y s i g n i f i c a n t at the 5 Per cent l e v e l of confidence.
o
102
h ig h e r th a n t h a t of Group I I . This d i f f e r e n c e was not
s t a t i s t i c a l l y s i g n i f i c a n t . N egative g a in s c o re s were found
w i t h i n a l l g r o u p s .
M aze-erro rs
The net gain mean score of Group I was .JO lower
than th a t of Group I I and -74 below the net gain mean
score fo r Group I I I . N either d if fe r e n c e was s t a t i s t i c a l l y
s i g n i f l e a n t .
The net gain mean score of Group I I was .04 below
t h a t of Group I I I . This d iffe re n c e was not s t a t i s t i c a l l y
s i g n i f i c a n t . Negative gain scores were found f o r a l l
g ro u p s.
Balance board
S t a t i s t i c a l l y s i g n i f i c a n t d if fe r e n c e s were found
between the mean net gain scores fo r Group I and Group I I
and between the mean net gain scores f o r Group I and Group
I I I . The d if f e r e n c e between mean scores of Groups I and II
was .92 in fav or of Group I I . This d if f e r e n c e produced a
t_-ratio of 2.48 which was s t a t i s t i c a l l y s i g n i f i c a n t a t the
5 Per cent le v e l of confidence. The d if f e r e n c e between net
gain mean scores of Group I and Group I I I was I .32 in
favo r of Group I I I . This d if f e r e n c e produced a j t - r a t i o of
3-54 which was s t a t i s t i c a l l y s i g n i f i c a n t a t the 1 per cent
l e v e l of confidence.
103
The d iff e r e n c e of .40 between net gain mean scores
of Group II and Group I I I was not s t a t i s t i c a l l y s i g n i f i
cant. Negative gain scores were found w ithin Groups I and
I I . Group I I I showed no n egative gain scores although one
sub ject in t h is group had a zero gain sc o r e .
Lacrosse
S t a t i s t i c a l l y s i g n i f i c a n t d if f e r e n c e s were found
between the mean net gain scores for Groups I and I I I and
between the mean scores for Groups II and I I I . The d i f
ference between mean scores for Groups I and I I I was .80 in
favor of Group I I I . This d iff e r e n c e produced a t_-ratio of
3-61 which was s t a t i s t i c a l l y s i g n i f i c a n t at the 1 per cent
l e v e l of co n fid en ce. The d iff e r e n c e between net gain mean
scores of Group II and Group I I I was .64 in favor of Group
I I I . This d iff e r e n c e produced a t^-ratio of 2.68 which was
s t a t i s t i c a l l y s i g n i f i c a n t at the 1 per cent l e v e l of
c o n fid e n c e .
The d if f e r e n c e of .16 between mean net gain scores
fo r Groups I and II was not s t a t i s t i c a l l y s i g n i f i c a n t .
Negative gain scores were found w ith in a l l groups.
Foot v o lle y
The net gain mean score of Group I was .15 higher
than that of Group I I and .08 higher than the net gain mean
score fo r Group I I I . N either d iff e r e n c e was s t a t i s t i c a l l y
104
s i g n i f l e a n t .
The net gain mean score of Group I I I was .07 higher
than that of Group I I . This d iffe r e n c e was not s t a t i s
t i c a l l y s i g n i f i c a n t . N egative gain score were found w ithin
a l l groups.
Comparison of th e Three P r a c t i c e Groups in F i n a l
Perform ance on O r ig in a l L e arn in g
of New Motor S k i l l s
F i n a l perform ance s c o re s were determ ined by adding
th e l a s t f i v e t r i a l s of o r i g i n a l l e a r n i n g . S ince perform
ance in motor s k i l l s f l u c t u a t e s , i t was reasoned t h a t an
average of f i v e t r i a l s would p r e s e n t a more a c c u r a t e p i c
t u r e of f i n a l perform ance th a n the sc o re f o r any one t r i a l .
F i n a l performance s c o re s f o r Group I were determ ined by
adding sc o re s made on t r i a l s s i x t e e n thro u g h tw enty. F i n a l
performance s c o re s f o r Group II were determ ined by adding
s c o re s made on t r i a l s t w e n t y - s i x through t h i r t y , and f i n a l
performance s c o re s f o r Group I I I were determ ined by adding
s c o re s made on t r i a l s t h i r t y - s i x through f o r t y .
F i n a l performance on a l l f i v e s k i l l s
From the t o t a l of th e l a s t f iv e t r i a l s f o r each
s k i l l , z _ s c o re s were computed. T o ta l f i n a l perform ance was
determ ined by ad d in g th e £ sc o re s from each s k i l l to o b ta in
one grand t o t a l f o r each s u b j e c t .
Using t h i s means of com parison, th e r e were
105
s i g n i f i c a n t d iff e r e n c e s among the groups. The mean score
for Group I I I was 24 .00 p o in ts higher than the mean for
Group I. This d iff e r e n c e was s t a t i s t i c a l l y s i g n i f i c a n t at
the 5 per cent l e v e l of confidence.
The mean score fo r Group I I I was 30.66 points
higher than the mean score fo r Group I I . This d iff e r e n c e
was s t a t i s t i c a l l y s i g n i f i c a n t at the 1 per cent l e v e l of
confidence. Table 10 presen ts a summary of the d iffe r e n c e s
in t o t a l performance.
In order to determine whether Group I I I was
superior in f i n a l performance on a l l s k i l l s , _t-tests were
run on each s k i l l . The average of scores made on the l a s t
f i v e t r i a l s of o r ig in a l learning were employed in these
computations fo r e a s ie r c a l c u l a t i o n . A summary of these
r e s u lt s appears in Table 10.
Maze-tlme
The mean score for Group II on f i n a l performance
for the maze-time was .03 lower (b e tte r ) than the mean
score for Group I. This d iffe r e n c e was not s t a t i s t i c a l l y
s i g n i f i c a n t .
Group I l l ' s mean score was .51 lower than the mean
score for Group I and .48 below that of Group I I . Neither
of these d iff e r e n c e s was s t a t i s t i c a l l y s i g n i f i c a n t .
TABLE 10
COMPARISONS OP THREE PRACTICE GROUPS ON FINAL PERFORMANCE
ON ORIGINAL LEARNING ON NEW M OTOR SKILLS
D ifferen ce s Between Groups
S k i l l s Group Range Mean S.D. S.E. Groups M
d i f f
S.E.M
d i f f
t
A ll f i v e I 148 332 244 .83 44.63 8.29 I - I I 6.66 11.08 • 38
s k i l l s II 121 292
238.17
41.05 7.62 I I I - I 24 .00 IO.67
2.25
I I I
163 -
344 268.83
37-77
7.01 I I I - I I 30.66
10.35
2 .70
Total
Group 121 344 250.61
43.55
4.62
Maze I 8 .08- 15.36
11.31 1.69 • 31
I - I I .03 .42 .02
time II 8 .82- 15.32 11.28 1.56 • 29
I - I I I
• 51 • 43
1.22
I I I 7 -28- 15-14 10.80 1.61 • 30 I I - I I I .48 .42
1.25
Total
Group 7 .28- 15.36 11.13
1.64
• 17
Maze- I 5 .00- 15.20 10.66 2.38 .44 I - I I .36 •70 •50
errors II 5 .20 - 20.20 10.30 2.89 .54 I - I I I
• 91 • 52 1.68
I I I 6 .60- 12 .20
9-75
1.48 .28 I I - I I I
• 55
.61 1.48
Total
Group 5 .00- 20.20 10.26
2.3 7 • 25
Balance I . 00- 5.60 2 .70
1.73 • 32 I - I I
• 59
.42
1.47
board II . 00- 5.00 2.11
1.47 .27 I I I - I 1.24 .41
3.15
I I I . 00- 4.2 0 1.46
1.35 .25
I I - I I I .65 • 37 1.83
Total
Group . 00- 5.60 2 .09 1.61
.17
TABLE 10--Continued
S k i l l s Group Range Mean S.D. S.E. Groups
D ifferen ce s
M d i f f S ’E
Between
*M d i f f
Groups
t
Lacrosse I . 00- 4.80 2.36 1.24
•23
I - I I
.27 .30 1.22
II . 00- 4 .20
2 .09 1.09
.20 I - I I I .68 • 30 1.85
I I I .60- 5.40 3-04 1.08 .20 I I I - I I
• 95
.28 3.20 **
Total
Group .00- 5.40
2 .31 1.21
•13
Foot I 1.60- 3-00 2 .41
•39 •07 I - I I .24 .11 2 .0 6 *
v o lle y II 1 .2 0 - 3.00
2.1 7 .49 • 09 I - I I I .14 .11
1.15
I I I 1.40- 3-20
2 .27 .46
• 09 I I - I I I .10
.13
.88
Total
Group 1.20- 3-20 2.28 .46
.05
♦ S ig n ific a n t at or beyond 5 Per cent l e v e l of confidence.
♦ ♦ S ig n ific a n t at or beyond 1 per cent le v e l of confidence.
NOTE: This ta b le should be read as fo llo w s: On f i n a l performance on a l l f i v e
s k i l l s , Group I ' s (tw e n ty -tr ia l p r a c tic e ) scores ranged from 148 to 332. The mean was
244.83; the S .D ., 44.63; and the S.E. of the M, 8 .2 9 . Group I had a 6.66 higher score
than Group I I (t h i r t y - t r i a l practice). The S.E. of the M d iffe r e n c e was 11.08. The
r e s u lt in g t_ of .38 did not represent a s i g n i f i c a n t d iff e r e n c e .
108
M aze-errors
The mean score on f i n a l performance fo r Group II
for the maze-errors was .38 lower (b e tte r ) than the mean
score for Group I , and .55 higher than the mean score for
Group I I I . Neither of these d iff e r e n c e s was s t a t i s t i c a l l y
s i g n i f i c a n t .
The mean score on f i n a l performance fo r Group I I I
was .91 lower than the mean score fo r Group I. This
d iff e r e n c e was not s t a t i s t i c a l l y s i g n i f i c a n t .
Balance board
The mean score on f i n a l performance for Group II
for the balance board was .59 lower ( b e tt e r ) than the mean
score for Group I and .65 higher than the mean score for
Group I I I . Neither of these d if f e r e n c e s was s t a t i s t i c a l l y
s i g n i f i c a n t .
The mean score for Group I I I was 1.24 lower than
the mean score for Group I . This d if f e r e n c e in favor of
Group I I I produced a t_-ratio of 3-15> which was s i g n i f i c a n t
at the 1 per cent l e v e l of con fid en ce.
La crosse
The mean score on f i n a l performance fo r Group I
for the la c r o sse s k i l l was .27 higher (b e tte r ) than the
mean score fo r Group I I , and .68 lower than the mean score
109
f o r Group I I I . N e ith e r of th e s e d i f f e r e n c e s was s t a t i s
t i c a l l y s i g n i f i c a n t .
The mean score f o r Group I I I was .95 higher than
the mean score f o r Group I I . This d if f e re n c e produced a t
Jc-ratio of 3-20. which was s t a t i s t i c a l l y s i g n i f i c a n t a t the
1 per cent le v e l of confidence in favor of Group I I I .
Foot volley
A s t a t i s t i c a l l y s i g n i f i c a n t d iffe re n c e was found
between the mean scores on f i n a l performance on the foot
vo lley of Group I and Group I I . The d iffe re n c e of .24 in
favor of Group I produced a j t- r a ti o of 2.06,, which was
s t a t i s t i c a l l y s i g n i f i c a n t a t the 5 Per cent lev e l of
confide nee.
The mean score f o r Group I I I was .14 lower than the
mean score f o r Group I and .10 higher ( b e t t e r ) than the
mean score fo r Group I I . N either of these d if f e re n c e s was
s t a t i s t i c a l l y s i g n i f i c a n t .
Comparison of I n i t i a l Performance Scores with F in a l
Performance Scores on O rig in a l Learning
In order to determine whether s i g n i f i c a n t amounts
of le a rn in g occurred in o r i g in a l le a r n in g , i n i t i a l
performance scores were compared with f i n a l performance in
each of the s k i l l s . For a l l s k i l l s , s t a t i s t i c a l l y
s i g n i f i c a n t d iff e r e n c e s were found. The d iffe re n c e s
between means of 2.61 f o r the maze-time, 2.15 for the
110
balance board, 1.14 f o r the la c r o s s e s k i l l , and .27 fo r the
foot volley a l l produced t^-ratlos which were s t a t i s t i c a l l y
s i g n i f i c a n t a t the 1 per cent le v e l of confidence. The
d if f e r e n c e between means of .98 f o r the m aze-errors p ro
duced a t_-ratio of 2 .3 4 , which was s i g n i f i c a n t a t the 3 per
cent lev e l of confidence. All d if f e r e n c e s were in fav o r of
f i n a l performance. The h ig h est t - r a t i o s obtained were 9-74
f o r tne balance board and 7-92 f o r the maze-time. Table 11
p re s e n ts a summary of these r e s u l t s .
I n t e r c o r r e l a t i o n s Among New Motor S k i l l s
I n t e r c o r r e l a t i o n s , to determine the le a rn in g
i n t e r r e l a t i o n s h i p s among the fiv e new motor s k i l l s , were
computed by the Pearson Product-Moment method. T otal
performance scores f o r the f i r s t twenty t r i a l s of o r i g i n a l
lea rn in g were used in computing the c o r r e l a t i o n s .
I n t e r c o r r e l a t i o n s c o e f f i c i e n t s among the motor
s k i l l s ranged from - .1 1 + .10 to .92 + .08. The lowest
r e l a t i o n s h i p was between the maze-time and the m aze-erro rs.
The c o r r e l a t io n c o e f f i c i e n t between these two s k i l l s was
not s t a t i s t i c a l l y s i g n i f i c a n t . The h ig h e st c o e f f i c i e n t s
obtained were: .52 + .08 between la c ro s s e and the foot
v o lle y ; .49 + .08 between la c ro s s e and the balance board;
and .44 + .09 between the foot v olley and the balance
board. These three c o e f f i c i e n t s were s t a t i s t i c a l l y
s i g n i f i c a n t a t the 1 per cent le v e l of confidence. The
TA B LE 11
COMPARISON OF TOTAL GROUP ON INITIAL PERFORMANCE AND FINAL
PERFORMANCE ON ORIGINAL LEARNING
S k i l l s Range Mea n S.D. S.E.
M d i f f
S -E *M d i f f
t_
Maze-time
I n i t i a l
F in a l
9 . 60- 2 0 .1 0
7.23-15.32
13.73
11.12
2 .64
1 .6 !
.28
• 17
2 .61
• 33 7.92 **
M aze-errors
I n i t a l
F in a l
3 .6 0 - 2 4 .80
5 .2 0 - 2 0 .2 0
11.14
10.16
3 .1 6
2 .38
.34
• 25
• 98 .42 2.34 *
Balance board
I n i t i a l
F in a l
. 00 - 6 .8 0
.00 - 5.6 0
4.17
2 .02
1.37
1.57
. 14
• 17
2 .15 .22 9.74 **
L acrosse
I n i t i a l
F in a l
. 00- 5.00
. 00- 5 .4 0
1.30
2.4^
• 97
1.23
. 10
•13
1 .14 .16 6 .8 9 **
I — 1
TABLE ll- - C o n tin u e d
S k i l l s Range Mean S.D. S .E . M
d i f f S ‘E*M d i f f
t
Foot v o l l e y
I n i t i a l 1 .0 0 - 3-40
1-97 .45 .05 .27 .07
3 .9 0 ♦♦
F in a l 1 .2 0 - 3 .2 0 2.24 . 46 .05
♦ S i g n i f ic a n t a t th e 5 per cent l e v e l o f c o n fid e n c e .
♦ ♦ S ig n if ic a n t at the 1 per cent l e v e l o f c o n fid e n c e .
NOTE: This t a b le should be read as fo llo w s : For the m aze-tim e, i n i t i a l
performance sco res ranged from 9*60 to 2 0 .1 0 . The mean was 13-73; the S .D ., 2 .6 4 ; and
the S .E . o f the M, .2 8 . F in a l performance sco r e s on the m aze-time ranged from 7-28 to
15 -3 2 . The mean was 1 1.12; th e S .D ., 1 .6 4 ; and th e S .E . o f the M, .1 7 . F in a l performance
was 2 .6 1 h igh er than i n i t i a l performance. The S.E . o f th e M d if f e r e n c e was .33* The
r e s u l t i n g t - r a t i o of 7-92 was s t a t i s t i c a l l y s i g n i f i c a n t a t the 1 per cent l e v e l of
c o n f id e n c e .
113
on ly other c o r r e l a t i o n c o e f f i c i e n t which was s t a t i s t i c a l l y
s i g n i f i c a n t was the c o e f f i c i e n t o f .26 + .10 between
la c r o s s e and the m a z e -e r r o r s. This d if f e r e n c e was s i g
n i f i c a n t at th e 5 Per cent l e v e l o f c o n fid e n c e . Table 12
co n ta in s the i n t e r c o r r e l a t i o n c o e f f i c i e n t s fo r the f i v e
s k i l l s .
Comparison of Performance Scores of the Three P r a c tic e
Groups in R e te n tio n and R elea rn in g o f New Motor S k i l l s
Approxim ately tw e n ty -e ig h t days a f t e r the o r i g i n a l
le a r n in g p r a c t ic e p e r io d , a l l s u b je c ts p ra c tic e d each new
motor s k i l l f o r twenty t r i a l s . Performance sco res made
during t h i s r e t e n t io n - r e le a r n in g period were compared to
se e whether d i f f e r e n c e s e x is t e d among th e groups. For a l l
of the comparisons o f performance s c o r e s , means, standard
d e v i a t i o n s , and standard errors of means were computed fo r
each of the th ree p r a c t ic e groups. In order to t e s t fo r
d if f e r e n c e s among groups in performance s c o r e s , standard
errors o f the d if f e r e n c e s between means and t - r a t i o s were
computed. In each in s t a n c e , the t e s t f o r s ig n i f i c a n c e
a p p lie d was f o r u n co rrela ted means. The 5 Per cent l e v e l
o f co n fid en ce was a ccep ted as in d ic a t in g s i g n i f i c a n t
d i f f e r e n c e s .
In a l l t a b le s co n ta in in g com parisons, the tw enty-
t r i a l p r a c t ic e group is d esign ated as Group I , the t h i r t y -
t r i a l p r a c t ic e group as Group I I , and the f o r t y - t r i a l p rac
t i c e group as Group I I I . In the s e c t io n s c o n ta in in g
TABLE 12
INTERCORRELATION COEFFICIENTS FOR NEW MOTOR SKILLS
Groups Maze-time Maze -e rro rs Balance board Lacrosse Foot volley
Maze-time
Maze-errors - .1 1 + .10
Balance board .003+
.11 .21 + . 10
Lacrosse .14 + .10 .26 + .10 .49 1 .08
Foot vo lley . n + .10
•15
+ .10 .44 + .09 .52 + .08
NOTE: This t a b le should be read as fo llo w s : T o ta lle d s c o r e s f o r the f i r s t
twenty t r i a l s of o r ig in a l le a r n in g on the maze-time c o r r e la te d - .1 1 w ith the maze-
e r r o r s , .003 with th e balance board, .14 w ith l a c r o s s e , and .11 w ith the fo o t v o l l e y .
115
d i f f e r e n c e s between grou p s, u n le ss n o ted , s i g n i f i c a n t
d if f e r e n c e s are in fa v o r o f the group l i s t e d f i r s t .
R elea rn in g Curves
The means o f th e raw s c o r e s fo r each new motor
s k i l l were computed f o r th e t o t a l group and f o r the tw enty-
t r i a l , t h i r t y - t r i a l , and f o r t y - t r i a l p r a c t ic e groups f o r
each t r i a l o f the r e le a r n in g p e r io d . From th e s e mean
s c o r e s , r e le a r n in g curves f o r each s k i l l were p l o t t e d .
Maze-time
The r e le a r n in g curves f o r the m aze-tim e show a
n e g a tiv e a c c e l e r a t i o n . F lu c t u a tio n s are in ev id en ce but
tend to be sm a lle r during th e l a s t ten t r i a l s of the
r e le a r n in g p e r io d . The curve f o r Group I I tends to be
above th a t of the o th er two groups throughout th e r e le a r n
ing p erio d . Group I s t a r t e d the r e le a r n in g period w ith
11 .2 0 se c o n d s, which n e a r ly approached t h i s group's low est
or b e st of 11.18 on o r i g i n a l le a r n in g . Group I I a tta in e d
i t s b est performance on o r i g i n a l le a r n in g by the end of
f i v e t r i a l s on the r e le a r n in g p e r io d . Group I I I s ta r te d
the r e le a r n in g w ith 11.15 seconds which was equal to the
sco re a tta in e d on t r i a l t h i r t y - f i v e o f o r i g i n a l le a r n in g .
At the end of the r e le a r n in g period a l l groups had sc o r e s
which were below t h e i r b est o r i g i n a l le a r n in g s c o r e s .
Table 13 p r e s e n ts a summary o f th e raw sc o r e means fo r the
116
TABLE 13
MEANS OF RAW SCORES FOR THREE PRACTICE GROUPS FOR
MAZE-TIME IN RELEARNING
T r i a l s Group I Group I I Group I I I T o ta l Group
1 11.20 11.70 11.15
11*35
2 1 1 .5 8 11.68 11.60 11.62
3
11.16
11*37
1 1 .4 0
1 1 .3 1
4 11.18 1 1.43 10.74 11.12
5
11.01 11.25 10.84 11.03
6 10.94 I I .05 10.94 10.98
7
10.67 10.96 11.05 10.90
8 1 0 .7 1
10.86 10.68
1 0 .7 5
9
10.74 11.03 IO.56
1 0 .7 7
10 1 0 .7 8 10.78
10.53 1 0 .6 9
11 10.21 10.78 1 0.41 1 0.46
12 1 0.45
10.73
10.42
10.53
13
10.42 10.54
10.73
IO.56
14 1 0 .4 6 10.74 10.50
1 0 .5 7
15
10.12 10.65 10.50 1 0 .4 6
16
10.55
1 0 .4 0
1 0 .6 9
10.54
17
10.38 10.68
1 0 .3 5
10 .4 7
18
1 0 .2 7
1 0.48 10.32 10.36
19 1 0 .3 9
1 0.45 10.34 1 0 .4 0
20 1 0.34
10.53
10.12 IO.36
NOTE: This t a b le should be read as f o llo w s : On
th e f i r s t r e le a r n in g t r i a l f o r th e m aze-tim e, the mean
f o r Group I was 1 1 .2 0 ; th e mean f o r Group I I was 1 1 .7 0 ;
fo r Group I I I , 1 1 .1 5 ; and f o r the t o t a l group, 11.35*
117
maze-tlme r e le a r n in g p e rio d. Figure 6 p resen ts a graphic
r e p r e s e n ta t io n of the r e le a r n i n g curves.
Maze-errors
Large f l u c t u a t i o n s a re shown in the r e le a r n in g
curves fo r the m a z e - e r r o r s . The f l u c t u a t i o n s of Group I I I
are less than th a t of the o th er two g ro up s. Both Group I
and Group I I I s t a r t e d in r e le a r n i n g with a higher number of
e rro rs than had been made any time during o r i g i n a l le a rn in g
with the ex ceptio n of t r i a l e ig h t in o r i g in a l lea rn in g fo r
Group I. Group I l l ' s number of e rro rs dropped ra p id ly on
the second t r i a l of r e l e a r n i n g , however.
Group I requ ired seventeen t r i a l s during the
r e le a rn in g period to reach i t s best score on o r i g in a l
le a rn in g of 9-93 e r r o r s . The learn in g curve fo r Group I
tends to show a g r e a te r number of e rro r s than the o th er two
groups throughout the r e le a r n i n g p e rio d . Group I I ' s best
score on o r i g i n a l le a rn in g was 9>^0 e r r o r s , which was
a tta in e d a t the end of nine t r i a l s on the r e le a r n in g period.
Group I I I did not reach i t s best score of 8 .5 7 on o r i g i n a l
lea rn in g a t any time during the re le a rn in g p e rio d . Table
14, page 1 1 9, p re se n ts a summary of the raw score means fo r
the m aze-errors during the r e le a r n in g period . Figure 7',
page 120, p resen ts a graphic r e p r e s e n ta t io n of the r e l e a r n
ing c u rv e s .
1 1 8
Hun Time
In Seconds
1 2 . 5 0
12.00
11.50
11.00
10,50
10,00
1 2 3 4 5 6 7 8 J 10 11 1 2 1 3 U 15 18 1 7 I I 1 9 2 0
T r i a l s
Croup I
FIGURE 5 (jfoup II •— »— ••—
EARNING CURVES FOR HAZE-TIHE IN RETENTION AND RELEARNING CrouP 111
Total Group “
119
TABLE 14
MEAN OP RAW SCORES FOR MAZE-ERRORS IN RELEARNING
T r ia ls Group I Group I I Group I I I T o ta l Group
1 1 1 .3 0 11.70 13.43
12 .14
2
11-77 10.97 10.13 IO.96
3 10.87
11.10
1 0.53 10.83
4
11.63 10.03 10.73
10.80
5 1 0 .6 7
10.30 1 1 .0 0 10.66
6
10.53 1 0.37 10.33
10.41
7
10.50
9-^3 1 0 .7 7 10.23
8
10.33 1 0.87 1 0 .2 7 10.49
9
11.10
9-37 10.73
1 0 .4 0
10 1 0 .4 7
10.37 9-83
10.22
11
1 0 .6 3 9 -90 9 .8 3
10.12
12 11.50
9-93
10.10 10.51
13
1 0 .4 0 10.68
9 .77
10.28
14
1 0 .8 7 9-67 9.70 1 0 .0 8
15
1 1 .4 0 1 0 .4 7
9.37
10.41
16 1 0 .2 0
1 1 .2 7 9.73
1 0.40
17 9-73 9 .8 3 9.27
9 .6 1
18
11-33 9-43 9.50 10.19
19 1 1 .0 3 9-23 9.43 9 .9 0
20
1 0 .0 7 9 -50 9.27
9.61
NOTE: This t a b le should be read as f o llo w s : On
the f i r s t r e le a r n in g t r i a l f o r th e m a z e -e r r o r s, the mean
f o r Group I was 1 1 .3 0 ; th e mean f o r Group I I was 11.70;
f o r Group I I I , 13-43; and fo r the t o t a l group, 1 2 .1 4 .
1 2 0
Kean Errori
Ptr Trltl
1 5 . 0 0
1 3 . 0 0 —
12.00 —
10. 0 0-
f
10 11 1 2 1 3 U 1 5 15 1 ? 1 8 19 2 0
T r t i l i
FIGURE 1
Group I — —
Croup II — — •
121
Balance board
The r e le a r n in g curve f o r the b alan ce board i s
n e g a t iv e ly a c c e le r a t e d . The curve f o r Group I tends to
show g r e a te r numbers o f err o r s than the o th er two groups
throughout the r e le a r n in g p e r io d . However, by t r i a l f i v e
o f the r e le a r n in g p e r io d , Group I had few er e r r o r s th a t i t
had ever had in o r ig in a l le a r n in g . Group I I to o k o n ly four
t r i a l s during th e r e le a r n in g p eriod to rea ch i t s b est
performance o f 1 .6 0 erro rs on o r i g i n a l l e a r n i n g . Group I I I
reached I t s b est sco re o f 1 .1 3 err o r s on o r i g i n a l le a r n in g
in seven t r i a l s on the r e le a r n in g p e r io d . Table 15 p r e
se n ts a summary o f the raw sco re means f o r th e balance
board during the r e le a r n in g p e r io d . F ig u re 8 , page 123,
p r e se n ts a graphic r e p r e s e n ta t io n o f the r e le a r n in g c u r v e s.
Lacrosse
As in o r i g i n a l l e a r n i n g , the r e le a r n in g curve fo r
Group I I tends to be below th o se o f the o th er two groups
throughout th e r e le a r n in g p e r i o d . The curve f o r Group I I I
Is h ig h er than the o th e r two groups throughout the r e l e a r n
ing period ex cep t on t r i a l tw en ty, where th e curve fo r
Group I r i s e s s h a r p ly . Group I took sev en t r i a l s in
r e le a r n in g to reach i t s high sco re In o r i g i n a l le a r n in g of
2.87* Group I I regained i t s b est sc o r e on o r i g i n a l l e a r n
ing o f 2.23 in th ree t r i a l s o f the r e le a r n in g p e r io d .
122
TABLE 15
M EAN OF RAW SCORES FOR BALANCE BOARD IN RELEARNING
T r ia ls Group I Group II Group I I I T o ta l Group
1
3-33 3 .2 7 3 .1 3
3.24
2
2 .8 3
2.00 2 .23 2.36
3
2 .50 2 .07
1.70
2 .09
4
2 .3 3 1.37
1 .3 0 1.6 7
3
1.83 1 .3 0
1-33
1 .49
6
1-97 1-17
1 .3 0 1 .4 8
7 1 .6 7 1.13 • 97
1.26
8 2 .07
1 .40 1.20 1 .56
9
1 .7 0
• 93 1 .1 3
1.26
10 1.67 1 .3 0
•97 1 .31
11 1 .7 0 1.20
•93
1.28
12
1.73 ■87 .63
1.08
13 1.63 •57 •87
1.02
14
1 .6 7 •77 •93
1.12
15 1-37 •93 •83
1.04
16
1.63
.80
• 83 1 .0 9
17 1 .7 0 .80
• 73
1.08
18 1 .4 0
1.13 .87 1 .13
19 1 .3 0
1 .1 7 .67
1.04
20 1.60 .87 •73
1.07
NOTE: This t a b le should be read as f o llo w s : On
th e f i r s t r e le a r n in g t r i a l f o r the b alance board, th e mean
fo r Group I was 3 -33; th e mean f o r Group I I was 3 - 2 7 ; for
Group I I I , 3*13; and fo r the t o t a l group, 3*24.
Hun Errors
For Trial
1 2 3
2 .00 —
1 . 5 0 —
1.00 —
W
0.00
I r 1 1 11
FIGURE 8
Group 1
Group II
Group III
Total Group
i2b
Group I I I took fou r t r i a l s in r e le a r n in g to r e g a in i t s high
sc o r e in o r i g i n a l le a r n in g o f 3*23 s u c c e s s f u l c a t c h e s .
Table 16 p r e s e n ts a summary o f th e raw sco re means f o r
la c r o s s e during th e r e le a r n in g p e r io d . Figu re 9 , page 126,
p r e s e n ts a grap h ic r e p r e s e n ta t io n o f the r e le a r n in g c u r v e s.
Foot v o l l e y
The r e le a r n in g curves of a l l th r e e groups cr o ss and
r e c r o s s each o th er in th e f o o t v o l l e y , w ith no marked
p ro g ress d isp la y e d by any o f the th r e e grou p s. Group I
reached i t s b est performance o f 2 .5 3 s u c c e s s f u l v o l l e y s on
o r i g i n a l le a r n in g on t r i a l s i x t e e n o f the r e le a r n in g p e r i
od. T his group never exceeded th a t s c o r e . Group I I a l s o
had a high sco re of 2 .5 3 on o r i g i n a l le a r n in g ; t h i s group
did not a t t a i n th a t sco re a t any time during the r e le a r n in g
p e r io d . Group I I I exceeded i t s h igh sc o r e o f 2 . b l on
o r i g i n a l le a r n in g on ly on t r i a l s two and n in e te e n o f the
r e le a r n in g p e r io d . Table 17 p r e se n ts a summary o f th e raw
sc o r e means f o r th e f o o t v o l l e y on r e le a r n in g . Figu re 9,
page 128, p r e s e n ts a graphic r e p r e s e n t a t io n of the r e l e a r n
ing c u r v e s .
Comparisons o f Three Groups on R e te n tio n
o f New Motor S k i l l s
R e te n tio n or r e c a l l s c o r e s were th o se s c o r e s made
on the f i r s t t r i a l of th e r e t e s t i n g p e r io d . Two d i f f e r e n t
125
TABLE 16
MEAN OP RAW SCORES FOR LACROSSE IN RELEARNING
T r ia ls Group I Group I I Group I I I T o tal Group
1 2 .00
1 .4 7 2 .1 3 I .87
2
2 .1 3 2 .1 3
2 .40 2.22
3 2 .67 2 .2 7 2 .8 7
2.60
4 2 .00
2 .1 7 3 -3 7 2 .5 1
5
2 .7 0 1 .8 7
2 .80 2 .46
6 2 .80 2 .50 2 .90
2 .7 3
7
2 .90
2 .0 7
3 .20 2 .72
8
2 .63 2 .3 0 3 .3 0 2 .74
9 2 .63 2.8 0
3 .4 7 2 .9 7
10
2 .5 7
2 .40
3 .37
2.81
11
2 .9 3 2 .4 3 3 .8 7
3-08
12 2 .87
2 .2 3
2 .80 2 .6 3
13 2 .87
2 .6 0
3 .0 3 2 .83
14
3 .0 7 2 .6 3 3 .7 3
3-14
15 2 .70 2 .6 3
3-60 2 .98
16
3 .0 7 2 .8 7
4 .00
3-31
17 3 .2 7 2 .27
3 .6 0 3-04
18
2 .9 7 2 .0 7 3-33 2 .7 9
19
2.60
2 .6 3 3 .0 7 2 .7 7
20 3.60
2 .3 7 3 .1 7
3.04
NOTE: This ta b l e should be read as follow s: On
the f i r s t r e le a r n i n g t r i a l f o r the la c ro s s e s k i l l , the
mean fo r Group I was 2 .0 0 ; the mean f o r Group I I was 1 .4 7 ;
f o r Group I I I , 2 .1 3 ; and fo r the t o t a l group, I . 8 7 .
Hein Citchei
h i Trlil
1 2 6
3 . 5 0 —
2 . 5 0 —
1. 0 0-
t 2 3 4 5 6 7 8 9 1 0 11 12
U 15
I r 1 1 1 1
HARD IN G G IV E S FOR U C R O SSE IN RETENTION AND RELEARNING
Group I — ■— —
Group II
Croup III
Totit Group
127
TABLE 17
M EAN OF RAW SCORES FOR FOOT VOLLEY IN RELEARNING
T r ia ls Group I Group I I Group I I I T o ta l Group
1 2 .1 0 2 .0 0 2 .10 2 .07
2
2 .27 1 .9 0 2 .47 2 .21
3 2 .27 2 .0 3
2 .40
2 .2 3
4
2 .2 7 2 .03 2 .3 0 2 .20
5
2 .4 0 2 .1 0
1 .9 3
2 .14
6 2 .1 0
2 .1 3
2 .30 2 .18
7 2 .13 2 .27 2 .20 2 .20
8 2 .20
2 .1 3 2 .3 3
2 .22
9 2 .1 3 1 .8 7 1 .9 7 1 .9 9
10
2 .2 7 2 .27 2 .3 0 2 .28
11 2 .2 0
2 .2 3 2 .27 2 .23
12
2 .2 3 2 .17 2 .23
2 .2 1
13
2 .3 0 2 .13
2 .23 2 .22
14 2 .3 0
1 .9 7
2 .3 0 2 .19
15
2 .2 0
2 .3 7 2 .2 3 2 .27
16
2 .5 3
2 .20
2 .07 2 .27
17
2 .40 2 .10
2 .3 7 2 .29
18 2 .3 0 2 .1 0
2 .3 7
2 .2 6
19 2 .5 3 2 .0 3 2 .43 2 .3 3
20
2 .27 2 .1 3 2 .2 7 2 .22
NOTE: This t a b le should be read as f o llo w s : On
the f i r s t r e le a r n in g t r i a l fo r the fo o t v o l l e y , the mean
fo r Group I was 2 .1 0 ; th e mean fo r Group I I was 2 .0 0 ; fo r
Group I I I , 2 .1 0 ; and f o r the t o t a l group, 2.07*
1 2 8
K u n Volleys
Per Trial
2.75 -
2.50 —
2.25 —
2.00
1.75 —
1 . 5 0 -
6 y g 9 10 11 12 13 M 15 16 17 18 19 20
Trials
FIGURE 10
LEARHING curves for foot volley in retention and relearning
Group I
Group II
Group III
Total Group
129
comparisons were made using these sc o re s . Raw score means
of the th ree p r a c tic e groups were compared to determine
whether d iffe re n c e s e x is te d among groups In a b so lu te
r e t e n t i o n . Percentages of r e t e n t i o n were a ls o computed to
determine the prop ortion of best performance in o r ig in a l,
learn in g which was r e ta in e d a f t e r approxim ately twenty-
eig ht days of no p r a c t ic e .
Raw scores
R eten tio n was measured by the raw scores made on
the f i r s t t r i a l of the r e t e n t i o n - r e l e a r n i n g period in order
to elim in ate p o ssib le r e le a r n in g e f f e c t s . When r e t e n t i o n
was measured by t h i s method, th e re were no s t a t i s t i c a l l y
s i g n i f i c a n t d iffe re n c e s among group means fo r any of the
f iv e new motor s k i l l s . Table 18 p re s e n ts a summary of the
raw score means for a l l fiv e s k i l l s .
Maze-t ime. --Group I had a .60 lower ( b e t t e r ) raw
score mean than Group I I and a .02 lower mean than Group
I I I . Neither of these d iffe re n c e s was s t a t i s t i c a l l y
s i g n i f l e a n t .
The mean fo r Group I I I was .58 lower than t h a t f o r
Group I I . This d iffe re n c e was not s t a t i s t i c a l l y s i g n i f
ican t .
M a z e -e rro rs. --The raw score mean f o r Group I was
.07 lower ( b e t t e r ) than the mean score f o r Group I I and
I .87 below th a t of Group I I I . N either d if fe r e n c e was
1 3 0
T A B L E 1 8
CO M PAR ISO N OF R A W SCORES OF TH R E E PRACTICE GROUPS O N RECALL OF N E W M O T O R SO ILS
S k i l l s Group Range Mean S.D, S.E . Groups
D iffe re n c es Between Groups
M d i f f S,E ' M d i f f
t
M aze-time I
7.7-14.6 11.21 1,60 .30 M I .60 .41 1,26
II 8,5-15.1 11.61 1,48 .28 I-III .02
.47 ,11
III 6.8-15.8 11.23 1.96 .36 II-III .58 ,46 1.23
T o ta l Group 6.8-15.8 11.42 1.72 .18
M aze-errors I 3-21 12.06 4.24
• 79
I-II .07
1.15
.06
II 2-26
12.13
4.47 •83
I-III 1.87 1.03
1.77
III 8-24
13.93
3.54 .66 II-III 1,80 1,06 1.63
T o tal Group 2-26 12.68 4,19 ,44
Balance board I 1 - 6
3.33
1,54
■29
I-II ,06 .40
.15
II
1 - 6
3.27
1.44 .27 I - I I I .20 ,44 .46
III
0-7 3.13
1.78 • 33
II-III .14
.43 •33
T o ta l Group 0 - 7
3.24
1.59 • 17
L acrosse I 0-5
2.00 1.34 •25 I-II •53 •37 1.45
I I
0-5
1.47 1.43 .27 I-III
■13 ■ 37 • 35
I I I
0-5
2.13 1.48 ,27 II-III .66
•38 1.73
T o ta l Group
0-5
1.87 1.45
•15
Foot v o lle y I 0 - 6 2 .10 1.14 ,21 I-II .10 .28 ,36
II
0-5
2.00
•97
.18 I-III .00 .24
...
III 1-4 2,10 ,65 .12 I I - I I I .10 .22 ,46
T o ta l Group 0 - 6 2.07
■ 94
,10
NOTE: This table should be read as follows: For recall in the retesting period for the maze-time, Group I's (twenty-trial practice) scores ranged from 7*7 to
lit,6. The mean vas 1 1,2 1; the S.D,, 1.60; and the S,E, of the M, ,30. Group I had a .60 loner (better) mean than Group II (thirty-trial practice), The S.E, of the I
difference was .4l. The resulting t of 1.26 vas not statistically significant.
s t a t i s t i c a l l y s i g n i f i c a n t .
Group I I I had a mean sc o r e 1 .8 0 h ig h e r than the
mean sc o r e f o r Group I I . This d i f f e r e n c e was not s t a t i s
t i c a l l y s i g n i f i c a n t .
B alance b oard .-- F o r th e balance board, Group I I I
had the lo w e s t ( b e s t ) raw sco re mean f o r r e c a l l . The mean
sco re f o r Group I I I was .20 below th a t o f Grour I and .14
below the mean sc o r e f o r Group I I . N e ith e r d i f f e r e n c e was
s t a t i s t i c a l l y s i g n i f i c a n t .
The mean sco re f o r Group I I was .06 below th a t of
Group I . This d i f f e r e n c e was not s t a t i s t i c a l l y s i g n i f
ic a n t .
L a c r o s s e . —Both Group I and Group I I I had h ig h er
( b e t t e r ) raw sc o r e means than Group I I . The mean f o r Group
I exceeded th a t o f Group I I by .53 and the mean sco re fo r
Group I I I exceeded th a t of Group I I by .6 6 . N eith er
d if f e r e n c e was s t a t i s t i c a l l y s i g n i f i c a n t .
Group I I I had a mean sco re .13 h ig h er than Group I .
This d i f f e r e n c e was not s t a t i s t i c a l l y s i g n i f i c a n t .
Foot v o l l e y . --Group I I ' s raw sco re mean was .10
below the mean s c o r e s f o r both Group I and Group I I I . This
d if f e r e n c e was not s t a t i s t i c a l l y s i g n i f i c a n t .
Group I and Group I I I had th e same mean sc o r e o f
2 .1 0 f o r r e c a l l in the f o o t v o l l e y .
132
Percen tages o f r e t e n t io n
R e te n tio n was a l s o measured by d eterm ining the p e r
centage o f f i n a l performance r e ta in e d on the f i r s t t r i a l of
the r e t e n t io n - r e le a r n in g p e r io d . The s c o r e s made on the
f i r s t t r i a l o f th e r e t e n t i o n p erio d were d iv id ed by the
s c o r e s made on f i n a l performance o f o r i g i n a l le a r n in g to
o b ta in th e se p e r c e n ta g e s.
Group I , which had p r a c tic e d f o r tw enty t r i a l s in
o r i g i n a l le a r n in g , r e ta in e d a g r e a te r p ercen ta g e of f i n a l
performance than e i t h e r Group I I or Group I I I in a l l s k i l l s
ex cep t the f o o t v o l l e y . In t h i s s k i l l , Group I r e ta in e d
l e s s than e i t h e r of th e oth er two groups.
Group I I , which had p r a c tic e d f o r t h i r t y t r i a l s in
o r i g i n a l le a r n in g , r e ta in e d a g r e a te r p ercen ta g e o f f i n a l
performance than Group I I I , the f o r t y - t r i a l p r a c t ic e group,
in the m a z e -e r r o r s, balance board, and la c r o s s e s k i l l s .
Group I I I r e ta in e d th e s m a lle s t p ercen tage of f i n a l
performance o f a l l th ree groups on the m a z e -e r r o r s, balance
board, and l a c r o s s e . This group showed a l o s s sc o r e of
-•9 3 per cent on the balance board.
When t o t a l r e t e n t i o n was determ ined by averagin g
the p e r c e n ta g e s r e ta in e d f o r a l l f i v e s k i l l s , Group I
showed the g r e a t e s t p ercen ta g e o f r e t e n t i o n w ith 8 6.64 per
c e n t . Group I I r e ta in e d 8 0 .0 5 per c e n t , w h ile Group I I I
r e ta in e d 6 2 .9 7 per cen t o f I t s f i n a l perform ance.
133
The t o t a l group showed the g r e a t e s t p ercen tage o f
r e t e n t i o n in the m a ze-tim e, r e t a i n in g 9 8 .7 9 Per cen t of
f i n a l performance in o r i g i n a l le a r n in g . The s k i l l which
showed th e s m a lle s t p ercen ta g e o f r e t e n t i o n was the balance
board w ith 4 8 .4 1 per c e n t . The next lo w e s t s k i l l in p e r
cen tage of r e t e n t i o n was la c r o s s e w ith 52.23 per cen t o f
f i n a l performance r e t a i n e d . T o ta l p ercen tage o f r e t e n t i o n
f o r the t o t a l group on a l l f i v e s k i l l s was 7 6 .5 5 per c e n t.
Group I d isp la y e d r e m in iscen ce on the m aze-errors
and m aze-tim e. The o n ly s k i l l in which Group I I showed
rem in iscen ce was the m a z e -e r r o r s. Group I I I showed no
r e m in iscen ce on any o f the s k i l l s . Table 19 p r e se n ts a
summary o f p e r c e n ta g e s o f f i n a l performance r e t a in e d .
Comparisons o f Three Groups on R ele a r n in g New Motor S k i l l s
R elea rn in g o f the new motor s k i l l s to l e v e l s o f
p r o f ic ie n c y ob tain ed in o r i g i n a l le a r n in g was compared in
va rio u s ways to determ ine whether d i f f e r e n c e s among the
th ree p r a c t ic e groups e x is t e d and t o determ ine th e sa v in g s
in r e le a r n in g which r e s u lt e d from the o r i g i n a l p r a c t ic e
t r i a l s . The number o f t r i a l s n e c e s sa r y t o r e g a in f i n a l
performance l e v e l s f o r one t r i a l were computed. Prom
th e se s c o r e s , sa v in g s s c o r e s and p e r c e n ta g e s o f sa v in g s
were computed. Comparisons were made to determ ine whether
d i f f e r e n c e s e x i s t e d among groups when r e le a r n in g was
measured by t h i s means. The number o f t r i a l s n e c e ssa r y to
134
TABLE 19
PERCENTAGES OF FINAL PERFORMANCE O N
ORIGINAL LEARNING RETAINED
S k i l l Group I Group II Group I I I T otal
Group
Maze-time
101.93
96.80 97-63 9 8 .7 9
Maze-errors 104.13 102.30
7 6 .5 7 94.33
Balance board 8l .60
6 4 .5 7 - .9 3
4 8 .4 1
Lacrosse 64 .47 4 6 .4 7
45-77 52.23
Foot v o lle y 8 1 .0 7 90.13
95-80 8 9 .OO
A ll fiv e s k i l l s 86.64 80.05
6 2 .9 7 7 6 .5 5
NOTE: This t a b le should be read as fo llo w s : On
the f i r s t t r i a l o f the r e t e n t i o n - r e l e a r n i n g period fo r the
m a ze-tim e , Group I r e ta in e d 101.93 per cent of f i n a l
performance; Group I I r e ta in e d 9 6 .80 per c e n t; Group I I I
r e ta in e d 97-63 per c e n t; and the t o t a l group r e ta in e d
9 8 .7 9 Per cent o f f i n a l performance.
135
r e g a in f i n a l performance l e v e l s f o r two t r i a l s in s u c c e s
s io n were a l s o computed. A gain, sa v in g s s c o r e s and p e r
cen ta g es o f sa v in g s were computed and com parisons made to
determ ine whether d i f f e r e n c e s among groups e x i s t e d .
Comparisons were made to determ ine whether d i f
fe r e n c e s between groups e x i s t e d in i n i t i a l r e le a r n in g ,
t o t a l r e le a r n in g , and f i n a l r e le a r n in g .
T r i a l s t o r e le a r n t o f i n a l performance once
I t w i l l be r e c a l l e d th a t f i n a l performance on
o r i g i n a l le a r n in g was determined by avera g in g th e s c o r e s
made on the l a s t f i v e t r i a l s o f o r i g i n a l l e a r n in g . In
computing the r e le a r n in g s c o r e s , the number of t r i a l s
n e c e ssa r y f o r each s u b je c t to r e g a in her f i n a l performance
l e v e l f o r one t r i a l was computed. S u b je c ts who did not
a c h ie v e f i n a l performance s c o r e s during the tw enty t r i a l s
of the r e t e n t i o n - r e l e a r n i n g period were a r b i t r a r i l y g iv e n
a sc o r e o f tw e n ty -o n e . Comparisons were then made between
groups to determ ine whether d i f f e r e n c e s e x is t e d among
groups when r e le a r n in g was measured by t h is m eans. No
s i g n i f i c a n t d i f f e r e n c e s among groups on any o f th e f i v e
s k i l l s were found. Average t r i a l s f o r a l l f i v e s k i l l s were
a l s o compared. A gain, th ere were no s t a t i s t i c a l l y
s i g n i f i c a n t d i f f e r e n c e s among groups. Table 20 p r e s e n ts a
summary o f the r e s u l t s o f th e comparisons fo r a l l f i v e
s k i l l s .
1 3 6
TABLE 20
COMPABISON OF T HIS PRACTICE GROUPS OH TRIAI5 TO RELEARN TO FINAL PERFORMANCE IN ORIGINAL LEARNING ONCE
Differences Betveen Groups
Skills Group Range Mean S.D. S.E. Groups M
diff U H diff
t
Maze-time I 1 -12
3.47 3.25
.60 M I 1.23
1.13
1,08
II 1 -21 4.70 5.18 ,96 I-III .56
.98 • 57
III 1 -19 4.03 4.21 ,78 II-III .67 1,24 • 54
Total Group 1 -21 4.07 4.31
.46
Maze-errors I 1 -10
2.93 2,58 .48 I-II ,84 ,92
■ 91
II 1 -21
3.77
4.26
•79
I-III 1.57 •99
1.58
III 1 -21 4.50 4.69 .87 II-III
■73
1,18 ,62
Total Group 1 -21
3.73
4,00 .42
Balance board I 1 - 8 2.83 1,85
• 34 I-II ,26
•45 .58
II 1 - 6 2.57 1.54 ,29 I-III ,30
•53
.56
III 1 -12
3.13
2 ,2 0 .41 II-III .56 • 50 1 .1 2
Total Group 1 -12 2,84 1.90 ,2 0
Lacrosse I 1 - 7 2.37
1,64
.31
I-II .23 ,49 .47
II 1 - 9
2.80 2,06
.38 I-III
• 13 ■45
.29
III 1 - 8 2.50 1.77
.33
II-III .10 • 50 .2 0
Total Group
l - 9
2.4$ 1.83
.19
Foot volley I l - 7
2 ,1 0 1.56 .29 I-II .67 .56
1.19
II l -13 2.77 2.59 .48 I-III .10 .44
■23
III l - 8 2 .2 0 1,76
• 33
II-III
•57
.58 ■98
Total Group
1 -13
2.36 2.04 .2 2
Average all I 1 .20- 5.20 2.74
■95
.18 I-II ,54 .32 I.67
5 skills II 1 .20- 7.20 3.28 1.47 ,27 I-III
•53 ■ 34
1,58
III 1.40- 7. to
3.27
1.54 ,29 II-III ,0 1 ,40 ■03
Total Group 1 .20- 7.40 3-10
1.37 ■15
NOTE: This table should be read as follows: For the number of trials to return to final performance on original learning once on the maze-time, Group I's
(twenty-trial practice) scores ranged from 1 to 12, The mean vas 3.47; the S.D,, 3.25; and the S.E. of the M, .60, Group II (thirty-trial practice) had a 1.23
higher mean score than Group I. The S.E. of the M difference vas 1.13* The resulting t of 1,08 vas not statistically significant.
137
M aze-tlm e. --Group I a ch ieved f i n a l performance
l e v e l s on o r i g i n a l le a r n in g on the m aze-tim e more q u ic k ly
than e i t h e r Group I I or Group I I I . Group I required 3*^7
mean t r i a l s to r e tu rn to f i n a l performance l e v e l once as
compared to 4 .7 0 t r i a l s f o r Group I I and 4 .0 3 t r i a l s fo r
Group I I I . None of the d i f f e r e n c e s between means was
s t a t i s t i c a l l y s i g n i f i c a n t .
M a z e -e r r o r s. --Group I ach ieved f i n a l performance
l e v e l s on o r i g i n a l le a r n in g on the m aze-errors more
q u ic k ly than e i t h e r Group I I or Group I I I . Group I
req u ired 2 .9 3 mean t r i a l s t o retu rn to f i n a l performance
l e v e l once as compared to 3*77 t r i a l s f o r Group I I and
4 .5 0 t r i a l s f o r Group I I I . None o f the d i f f e r e n c e s
between means was s t a t i s t i c a l l y s i g n i f i c a n t .
B alance board. — Group I I a ch ieved f i n a l performance
l e v e l s on o r i g i n a l le a r n in g on the balance board during the
r e le a r n in g p eriod in few er mean t r i a l s than did e i t h e r
Group I or Group I I I . Group I I req u ired 2 .5 7 t r i a l s to
r e tu r n to f i n a l performance l e v e l once as compared to 2 .8 3
t r i a l s fo r Group I and 3*13 t r i a l s fo r Group I I I . None o f
the d i f f e r e n c e s between means was s t a t i s t i c a l l y s i g n i f i c a n t .
L a c r o s s e . --Group I req u ired few er t r i a l s to r e tu r n
to f i n a l performance l e v e l on o r i g i n a l le a r n in g on the
la c r o s s e s k i l l during th e r e t e s t i n g period than did e i t h e r
Group I I or Group I I I . Group I req u ired 2 .3 7 t r i a l s to
r e tu r n to f i n a l performance l e v e l once as compared to 2 .6 0
138
t r i a l s f o r Group I I and 2 .5 0 t r i a l s f o r Group I I I . None o f
the d i f f e r e n c e s between means was s t a t i s t i c a l l y s i g n i f i c a n t .
Foot v o l l e y . --Group I req u ired few er t r i a l s to
retu rn to f i n a l performance l e v e l on o r i g i n a l le a r n in g on
the f o o t v o l l e y during th e r e t e s t i n g period than did e i t h e r
Group I I or Group I I I . Group I req u ired 2 .1 0 mean t r i a l s
to r etu rn to f i n a l performance l e v e l once as compared to
2 .7 7 t r i a l s f o r Group I I and 2 .2 0 t r i a l s f o r Group I I I .
None o f the d i f f e r e n c e s between means was s t a t i s t i c a l l y
s i g n i f i c a n t .
Average f o r a l l f i v e s k i l l s . --When th e number of
t r i a l s n e c e ssa r y to r e tu r n to f i n a l performance on o r i g i n a l
le a r n in g were averaged fo r a l l f i v e s k i l l s , Group I
required few er t r i a l s to r etu rn to f i n a l performance once
than did e i t h e r Group I I or Group I I I . Group I req u ired
2 .7 ^ mean t r i a l s as compared to 3*28 t r i a l s f o r Group I I
and 3«27 t r i a l s f o r Group I I I . None o f the d i f f e r e n c e s
between means was s t a t i s t i c a l l y s i g n i f i c a n t .
Savings in r e le a r n in g to f i n a l performance once
Savin gs s c o r e s were computed by s u b t r a c t in g the
number o f t r i a l s n e c e ssa r y to r e le a r n t o th e c r i t e r i o n o f
f i n a l performance once from tw enty f o r Group I , t h i r t y f o r
Group I I , and f o r t y f o r Group I I I . P e rcen ta g es o f s a v in g s
were computed from th e se s a v in g s s c o r e s by d iv id in g the
sa v in g s sc o r e by tw enty f o r Group I , t h i r t y fo r Group I I ,
139
and f o r t y f o r Group I I I . A ll groups showed high p e r c e n t
ages o f s a v in g s . The p e r c e n ta g e s o f s a v in g s ranged from
82.65 per cen t f o r Group I on th e m aze-tim e to 9^-50 per
c e n t fo r Group I I I on the f o o t v o l l e y . Table 21 p r e se n ts a
summary o f sa v in g s s c o r e s and p e r c e n ta g e s o f s a v in g s .
M aze-tlm e♦--On the m aze-tim e, Group I I I had the
h ig h e s t sa v in g s sco re when sa v in g s was measured by the
number o f t r i a l s to r e tu r n to f i n a l performance on ce. The
s a v in g s sco re o f 3 5 -97 f o r t h i s group rep r e se n te d a
p ercen ta g e o f sa v in g s o f 89-93- Group I had a sa v in g s
sco re o f 16.53 which r e p r e se n te d a p e rcen ta g e of s a v in g s of
8 2 . 6 5 , w h ile Group I I had a sa v in g s sc o r e o f 2 5 .3 0 , which
rep r e se n te d a p ercen ta g e o f s a v in g s o f 8 4 .3 3 -
M a z e -e r r o r s. --On th e m a z e -e r r o r s, Group I I I had the
h ig h e s t sa v in g s sco re when sa v in g s was measured by the
number o f t r i a l s to r e tu r n to f i n a l performance on ce. The
sa v in g s sco re o f 35-50 f o r Group I I I r e p r e se n te d a p e r c e n t
age o f sa v in g s o f 8 8 .7 5 - Group I had a s a v in g s sco re of
17-07 which r e p r e se n te d a p ercen tage o f s a v in g s o f 8 5 -3 5 ,
w h ile Group I I had a sa v in g s sco re o f 2 6 .2 3 which
r e p resen ted a p ercen ta g e o f s a v in g s o f 8 7 -4 3 .
B alance b oard . — On the balan ce board, Group I I I
had the h ig h e s t s a v in g s sco re when s a v in g s was measured by
th e number o f t r i a l s t o retu rn to f i n a l performance once.
The sa v in g s sc o r e o f 36.87 f o r Group I I I r e p r e se n te d a
p ercen tage o f sa v in g s o f 9 2 .1 8 . Group I had a sa v in g s
TABLE 21
SAVINGS IN RELEARNING TO FINAL PERFORMANCE IN ORIGINAL LEARNING ONCE
S k i l l s
Groups Maze- Maze- Balance L acrosse Foot A ll 5
tim e errors board v o l l e y s k i l l s
Group IU I ' U U P X
Mean T r ia ls
3-47 2 .9 3 2 .83 2 .3 7
2 .1 0 2.74
Savings Score
16.53 1 7.07 1 7.17 17.63 1 7 .9 0 17.26
% o f Savings 82 .65
85.35 85.85
88.15 8 9 .5 0 86.30
Group I I
Mean T r ia ls 4 .70
3-77 2 .5 7
2 .6 0
2 .7 7
3-28
Savings Score 2 5 .3 0 2 6 .2 3 2 7 .4 3
2 7 .4 0
2 7 .2 3 26.72
% o f Savings
84.33 87.43 91.43 91.33 9 0 .7 7 89.07
Group I I I
Mean T r ia ls 4 .03 4 .5 0
3 .1 3
2 .50 2 .2 0
3 .2 7
Savings Score
35-97 3 5.50 3 6 .8 7 3 7 .5 0 37-80
36.73
% o f Savings
89.93 88.75
92.18
93-75
9 4 .5 0
91.83
T o ta l Group
Mean T r ia ls 4 .07
3-73
2 .8 4 2 .4 8 2.36 3 .1 0
Savings Score
15.93
16.27 17.16
17.51
17.64 16.90
% of Savings
79.65 8 1.35
8 5 .8 O
8 7 .5 5
8 8 .2 0 84 .50
NOTE: This ta b le should be read as fo llo w s : On the maze - tim e , Group I
req u ired 3*47 mean t r i a l s to reach f i n a l performance on o r i g i n a l le a r n in g once.
This rep resen ted a sa v in g s sc o r e o f 16.53 and a p ercentage of sa v in g s o f 82.65
per c e n t.
-fcr
o
l4l
sco re o f 17-17 which rep r e se n te d a p ercen ta g e o f s a v in g s o f
8 5 . 8 5 , w h ile Group I I had a s a v in g s sc o r e o f 27-43* which
r e p resen ted a p e r c e n ta g e o f s a v in g s o f 91-43-
L a c r o s s e . --Group I I I had th e h ig h e s t sa v in g s sco re
on th e l a c r o s s e s k i l l when sa v in g s was measured by the
number of t r i a l s to r e tu r n to f i n a l performance once. The
sa v in g s sco re o f 37 -5 0 f o r Group I I I r e p r e se n te d a p e r c e n t
age o f sa v in g s o f 93-75- Group I had a s a v in g s sco re o f
17.63 which r e p r e se n te d a p ercen ta g e o f s a v in g s o f 8 8 . 1 5 *
w h ile Group I I had a sa v in g s sc o r e o f 2 7 -4 0 which r e p r e
sen ted a p ercen ta g e o f s a v in g s o f 9 1 -3 3 -
Foot v o l l e y . --Group I I I had the h ig h e s t sa v in g s
sco re on the f o o t v o l l e y when s a v in g s was measured by the
number o f t r i a l s to r e tu r n to f i n a l performance once. The
sa v in g s sco re o f 37 -8 0 f o r Group I I I r e p r e se n te d a p e r c e n t
age o f sa v in g s o f 9 4 .5 0 . Group I had a s a v in g s sco re o f
17-90 which rep r e se n te d a p ercen tage o f sa v in g s o f 8 9 -5 0 ,
w h ile Group I I had a sa v in g s sco re of 27 -2 3 which r e p r e
sen ted a p ercen ta g e o f s a v in g s o f 9 0 .7 7 -
A ll f i v e s k i l l s . --When th e s a v in g s s c o r e s were
averaged f o r a l l f i v e s k i l l s on th e number o f t r i a l s to
retu rn to f i n a l performance o n ce, Group I I I had the h ig h e s t
sa v in g s s c o r e . The sa v in g s sco re o f 3 6 .7 3 f o r t h i s group
rep resen ted a p ercen ta g e o f s a v in g s o f 9 1 .8 3 - Group I had
a sa v in g s sco re o f 1 7 -2 6 which r e p r e se n te d a p ercen ta g e of
sa v in g s of 8 6 .3 0 , w h ile Group I I had a sa v in g s sc o r e of
142
2 6 .7 2 , which rep r e se n te d a p ercen ta g e o f sa v in g s o f 8 0 .0 7 •
T r i a l s to r e le a r n to f i n a l performance tw ic e in s u c c e s s io n
A second method o f computing r e le a r n in g s c o r e s was
u t i l i z e d . In t h i s m ethod, the number o f t r i a l s req u ired by
each s u b je c t to reach f i n a l performance l e v e l on o r i g i n a l
le a r n in g tw ice in s u c c e s s io n during the r e le a r n in g period
was c o n sid e r e d . This method was adopted because i t was
f e l t th a t two t r i a l s in s u c c e s s io n which were equal to or
su p e r io r to f i n a l performance on o r i g i n a l le a r n in g would
g iv e a more v a lid i n d ic a t io n o f r e le a r n in g . S u b je c ts who
did not a c h ie v e f i n a l performance s c o r e s tw ic e in s u c c e s
s io n were a r b i t r a r i l y g iv e n a sco re of tw en ty -o n e.
Group means were compared to determ ine whether
s i g n i f i c a n t d if f e r e n c e s e x i s t e d among groups when r e le a r n - j
ing was measured by t h i s method. No s t a t i s t i c a l l y s i g n i f
ic a n t d i f f e r e n c e s were found among groups f o r any o f the
f i v e s k i l l s . When the average number o f t r i a l s f o r a l l
f i v e s k i l l s were computed, no s i g n i f i c a n t d i f f e r e n c e s were
fo u n d . Table 22 p r e se n ts a summary o f the r e s u l t s o f the
comparisons f o r a l l f i v e s k i l l s .
Maze- 1im e. - -Group I a ch ieved f i n a l performance
l e v e l s on o r i g i n a l le a r n in g on the m aze-tim e more q u ic k ly
than e i t h e r Group I I or Group I I I . Group I req u ired 6 .6 0
mean t r i a l s to r etu rn to f i n a l performance l e v e l s on
o r i g i n a l le a r n in g tw ice in s u c c e s s io n , as compared to 7-27
TABLE 22
COMPARISON OF THREE GROUPS ON TRIALS TO RELEARN TO FINAL PERFORMANCE IN
ORIGINAL LEARNING TWICE IN SUCCESSION
S k i l l s Group Range Mean S.D. S.E.
D iffe r e n c e s
Groups M
d i f f
Between
S.E.M
d i f f
Groups
;t
Maze-time I 2 -21 6 .6 0
5.73
1.06 I - I I
.67 1.52
.44
I I 2 -21
7-27 5.89 1 .0 9 I - I I I
1 .8 3
1 .6 0 1.14
I I I
T o ta l
Group
2
2
-21
-21
8.43
7.^3
6.45
6 .0 8
1 .2 0
.64
I I - I I I 1 .1 6 1.62 .72
Maze- I 2 -21
7-33
6 .1 2 1.14 I - I I .24
1 .71
.14
errors I I 2 -21
7-57
6 .8 6
1 .2 7 I - I I I 1 .6 7
1 .6 8 1 .0 0
I I I
T o ta l
Group
2
2
-21
-21
9-00
7-97
6 .6 0
6.58
1.23
• 70
I I - I I I 1.43
1 .7 7
.81
Balance I 2 -18
5-93
4 .42 .82 I - I I •96 1 .0 0 .96
board I I 2
-17 4 .9 7
3 .0 8
•57
I - I I I 1 .0 0 .96 1.04
I I I
T o ta l
Group
2
2
-15
-18
4 .9 3
5-28
2 .6 8
3 .5 1
.50
• 37
I I - I I I .04 l .76 .05
L acrosse I 2 -21 6 .6 0 5 .4 4 1.01 I - I I • 70 1.45 .48
I I 2 -21 7-30 5.58 1.04 I - I I I
.27
1 .2 0
.23
I I I
T o ta l
Group
2
2
-17
-21
6 .3 3
6.74
3.44
4 .9 3
.64
• 52
I I - I I I
• 97
1.22 .80
-F=-
U)
TABLE 22— Continued
S k i l l s Group Range Mean S.D. S.E .
D iffe r e n c e s
Groups s
Between
•E,Md i f f
Groups
t
Foot I 2 -21
7-37 6 .8 7 1.28 I - I I
• 17 1.76 .10
v o lle y I I 2 -21 7 .2 0
6 .5 1
1 .2 1 I - I I I .80 1 .6 8 .48
I I I 2 -21
6 .5 7
5.88
1 .0 9 I I - I I I .63 I .63 • 39
T otal
Group 2 -21 7.04 6.44 .68
A ll I 2 .8 0 - 1 5 .8 0 6.76 2 .9 8
• 55
I - I I
.13 •67 .19
f i v e I I 3 .4 0 - 1 1 .6 0
6 .8 9
2 .1 1
• 39
I - I I I .29 .71
.41
s k i l l s I I I 2 .6 0 -1 3 - 4 0
7 .0 5 2 .4 3 .45 I I - I I I .16 .60
.27
T o ta l
Group 2 .6 0 - 1 5 .8 0 6 .9 0 2 .54
.27
NOTE: This t a b le should be read as fo llo w s : For the number o f t r i a l s to retu rn
to f i n a l performance on o r i g i n a l le a r n in g
I ' s ( t w e n t y - t r i a l p r a c t ic e ) s c o r e s ranged
5-73* and the S.E . of the M, 1 .0 6 . Group
mean sco re than Group I . The S .E . o f the
.44 was not s t a t i s t i c a l l y s i g n i f i c a n t .
tw ice in s u c c e s s io n on the m aze-tim e, Group
from 2 to 21. The mean was 6 .6 0 ; th e S .D .,
I I ( t h i r t y - t r i a l p r a c t ic e ) had a .67 h igh er
M d if f e r e n c e was I . 5 2 . The r e s u l t i n g ;t of
i- 1
145
mean t r i a l s f o r Group I I and 8.4-3 mean t r i a l s f o r Group
I I I . None o f the d i f f e r e n c e s between means was s t a t i s
t i c a l l y s i g n i f i c a n t .
M a z e -e r r o r s . --Group I ach iev ed f i n a l performance
l e v e l s on o r i g i n a l le a r n in g on th e m a ze-errors more q u ic k ly
than did e i t h e r Group I I or Group I I I . Group I required
7 .3 3 mean t r i a l s to r etu rn to f i n a l performance l e v e l s on
o r i g i n a l le a r n in g tw ic e in s u c c e s s i o n , as compared t o 7*57
mean t r i a l s f o r Group I I and 9*00 mean t r i a l s f o r Group
I I I . None o f th e d i f f e r e n c e s between means was s t a t i s
t i c a l l y s i g n i f i c a n t .
B alance b oard. --Group I req u ired more t r i a l s to
r e tu r n to f i n a l performance l e v e l s on o r i g i n a l le a r n in g on
the balan ce board than e i t h e r Group I I or Group I I I . Group
I req u ired 5«93 mean t r i a l s to r e tu r n to f i n a l performance
l e v e l on o r i g i n a l le a r n in g tw ic e in s u c c e s s i o n , as compared
to 4 .9 7 mean t r i a l s f o r Group I I and 4 .9 3 mean t r i a l s f o r
Group I I I . None o f the d i f f e r e n c e s between means was
s t a t i s t i c a l l y s i g n i f i c a n t .
L a c r o s s e .--Group I I req u ired more t r i a l s to retu rn
to f i n a l performance l e v e l s on o r i g i n a l le a r n in g on the
la c r o s s e s k i l l than did e i t h e r Group I or Group I I I . Group
I I req u ired 7*30 mean t r i a l s to r e tu r n to f i n a l performance
l e v e l s on o r i g i n a l le a r n in g tw ic e in s u c c e s s i o n , as com
pared to 6 .6 0 mean t r i a l s f o r Group I and 6 .3 3 mean t r i a l s
f o r Group I I I . None o f the d i f f e r e n c e s between means was
s t a t i s t i c a l l y s i g n i f i c a n t .
Foot v o l l e y .--Group I I I req u ired fewer t r i a l s to
r e tu r n to f i n a l performance l e v e l s on o r i g i n a l le a r n in g on
th e f o o t v o l l e y than did e i t h e r Group I or Group I I . Group
I I I req u ired 6 .5 7 mean t r i a l s to r e tu r n to f i n a l perform
ance l e v e l on o r i g i n a l le a r n in g tw ic e in s u c c e s s i o n , as
compared to 7*37 mean t r i a l s f o r Group I and 7-20 mean
t r i a l s f o r Group I I . None o f th e d i f f e r e n c e s between means
was s t a t i s t i c a l l y s i g n i f i c a n t .
A ll f i v e s k i l l s . --When th e number of t r i a l s n e c e s
s a r y t o reach f i n a l performance on o r i g i n a l le a r n in g tw ice
in s u c c e s s io n was averaged f o r a l l f i v e s k i l l s , Group I
req u ired few er t r i a l s to reach t h i s c r i t e r i o n . Group I
req u ired 6 .7 6 mean t r i a l s , as compared to 6 .8 9 mean t r i a l s
f o r Group I I and 7*05 mean t r i a l s f o r Group I I I . The t o t a l
group req u ired 6 .9 0 mean t r i a l s to reach the c r i t e r i o n of
f i n a l performance on o r i g i n a l le a r n in g tw ice in s u c c e s s io n .
None o f th e d i f f e r e n c e s between means was s t a t i s t i c a l l y
s i g n i f i c a n t .
Savin gs in r e le a r n in g to f i n a l performance tw ice in
s u c c e s s io n
S avin gs s c o r e s were computed by s u b tr a c tin g the
number o f t r i a l s n e c e s sa r y to r e le a r n t o the c r i t e r i o n o f
f i n a l performance tw ic e in s u c c e s s io n from tw enty f o r Group
I , t h i r t y f o r Group I I , and f o r t y f o r Group I I I .
147
Percentages of savings were computed from th ese savings
scores by d iv id in g the savings score by twenty f o r Group I,
t h i r t y fo r Group I I , and f o r t y fo r Group I I I . The p e rc e n t
ages of savings ranged from 63-15 Per cent f o r Group I on
the foot v o lle y to 87-68 per cent f o r Group I I I on the
balance board. Table 23 p resen ts a summary of savings
scores and percentages of savings.
Maze-time. --Group I I I had the h ig h e st savings score
on the maze-time when savings was measured by the number of
t r i a l s to r e tu r n to f i n a l performance twice in su ccessio n.
The savings score of 31-57 f o r Group I I I rep resen ted a
percentage of savings of 78-93- Group I had a savings
score of 13-40 which rep re se n te d a percentage of savings of
67-00, while Group I I had a savings score of 22.73 which
rep re se n te d a percentage of savings of 7 5 -7 7 -
M a z e -e rro rs.--On the m a z e-e rro rs, Group I I I had the
h ig h e st savings score when savings was measured by the
number of t r i a l s to r e tu r n to f i n a l performance twice in
su ccessio n . The savings score of 31-00 f o r Group I I I
re p re se n te d a percentage of savings of 77-50- Group I had
a savings score of 1 2 .6 7 which re p re se n te d a percentage of
savings of 63-35* while Group I I had a savings score of
22.43 which rep resented a percentage of savings of 74-77-
Balance b o a rd . --Group I I I had the h ig h est savings
score on the balance board when savings was measured by the
number of t r i a l s to r e tu r n to f i n a l performance twice in
TABLE 23
SAVINGS IN RELEARNING TO FINAL PERFO RM ANCE IN ORIGINAL LEARNING TWICE IN SUCCESSION
S k i l l s
Groups Maze
time
Maze-
errors
Balance
board
L acrosse Foot
v o l l e y
A l l 5
s k i l l s
Group I
Mean T r ia ls 6 .6 0
7 .33 5 .9 3
6.60
7 .3 7 6 .7 7
S avin gs Score 13-40 1 2 .6 7 14 .07
13-40
1 2 .6 3 13.23
$ o f Savings 67-00
6 3 .3 5 70.35
6 7 .OO
6 3 .1 5 6 6 .1 5
Group I I
Mean T r ia ls
7 .2 7 7 .5 7 4 .9 7
7 .3 0 7 -2 0 6 .8 6
S avings Score
2 2 .7 3 2 2 .4 3 2 5 .0 3 22.70 2 2 .8 0 23-14
% o f Savings
75-77 7^ .77 8 3.43 75-67
76.00
77.13
Group I I I
Mean T r ia ls
8 .4 3
9 .0 0
4 .9 3 6 .3 3 6 .5 7 7 .0 5
Savings Score
31-57
3 1 .0 0
3 5 .0 7 3 3 .6 7 33-43 32 .9 5
$ of Savings
78.93 7 7 .5 0 87.68 84 .1 8 83-58 82.38
T o ta l Group
Mean T r ia ls
7 .4 3 7-97
5 .2 8 6.74 7 .0 4
6 .89
Savings Score
1 2 .5 7 12.03 14.72
13.43 12.96 1 3 . I I
% o f Savings 62 .85 6 0.15 7 3 .6 0
6 7 .1 5
6 4 .8 0
6 5 .5 5
NOTE: This ta b le should be read as f o llo w s : On the m aze-tim e, Group I
req u ired 6 .6 0 mean t r i a l s to reach f i n a l performance on o r i g i n a l le a r n in g tw ice
in s u c c e s s io n . This rep resen ted a sa v in g s sco re o f 13*40 and a percen tage of
sa v in g s o f 67*00 per c e n t.
148
149
succession . The savings score of 35-07 f o r Group I I I
rep re se n te d a percentage of savings of 8 7 . 6 8 . Group I had
a savings score of 14.07 which re p re se n te d a percentage of
savings of 70.35, while Group I I had a savings score of
2 5 .0 3 which re p re se n te d a percentage of savings of 83-43.
L a c r o s s e ■--Group I I I had the h ig h e s t savings score
on the la c ro sse s k i l l when savings was measured by the
number of t r i a l s to r e t u r n to f i n a l performance twice in
succession . The savings score of 33-67 f o r Group I I I
rep re se n te d a percentage of savings of 84.18. Group I had
a savings score of 13-40 which re p re se n te d a percentage of
savings of 6 7 -00, while Group I I had a savings score of
2 2 .7 0 which re p re se n te d a percentage of savings of 7 5 .6 7 .
Foot v o l l e y . --Group I I I had the hig h est savings
score on the fo o t v o lle y when savings was measured by the
number of t r i a l s to r e t u r n to f i n a l performance twice in
succession . The savings score of 33-43 fo r Group I I I
represen ted a percentage of savings of 8 3 . 5 8 . Group I had
a savings score of 1 2 .6 3 which re p re se n te d a percentage of
savings of 6 3 .15, while Group I I had a savings score of
2 2 .8 0 which re p re se n te d a percentage of savings of 7 6 . 0 0 .
All f iv e s k i l l s . --When the savings scores were
averaged f o r a l l f iv e s k i l l s on the number of t r i a l s to
r e t u r n to f i n a l performance twice in su c ce ssio n , Group I I I
had the h ig h e s t savings sc o re. The savings score of 32.95
f o r t h i s group rep re se n te d a percentage of savings of
150
82.38* Group I had a s a v in g s sco re o f 13*23 which r e p r e
sen ted a p ercen ta g e o f sa v in g s o f 6 6 .1 5 , w h ile Group I I had
a s a v in g s sc o r e o f 23*14 which r e p r e se n te d a p ercen ta g e o f
sa v in g s o f 7 7 . 1 3 .
Comparison o f th ree groups on I n i t i a l r e le a r n in g
I n i t i a l r e le a r n in g sc o r e s were determ ined by-
a v era g in g th e s c o r e s made on th e f i r s t f i v e t r i a l s o f the
r e t e n t i o n - r e l e a r n i n g p e r io d . I t was f e l t th a t t h i s means
o f d eterm in in g i n i t i a l r e le a r n in g would take in t o account
the f l u c t u a t io n s which occur in perform ing motor s k i l l s .
At the same t im e , i t was f e l t th a t comparison o f th e se
s c o r e s might in d ic a t e whether lo n g e r p e r io d s o f o r i g i n a l
p r a c t i c e f a c i l i t a t e d r e le a r n in g o f the f i v e new motor
s k i l l s . Table 24 p r e s e n ts a summary of I n i t i a l r e le a r n in g
s c o r e s .
M aze-tim e. --The mean sc o r e f o r Group I on i n i t i a l
r e le a r n in g o f the m aze-tim e was .24 low er ( b e t t e r ) than the
mean sc o r e f o r Group I I and .13 h ig h er than th e mean sco re
f o r Group I I I . N e ith e r d if f e r e n c e was s t a t i s t i c a l l y
s i g n i f i c a n t .
Group I l l ' s mean sc o r e was .37 lower than the mean
sc o r e f o r Group I I . This d if f e r e n c e was not s t a t i s t i c a l l y
s i g n i f i c a n t .
M a z e -e r r o r s. — The mean sco re f o r Group I I on
i n i t i a l r e le a r n in g was .41 low er ( b e t t e r ) than th e mean
TABLE 24
COMPARISONS OF THREE PRACTICE GROUPS OF INITIAL
RELEARNING OF NEW MOTOR SKILLS
S k i l l s Group Range Mean S.D. S.E. Groups
D ifferences Between
M S.E.M
d i f f d i f f
Groups
;t
Maze- I 8 .3 0- 1 4 .5 0 11.26
1.39
.26 I - I I .24 • 36 .67
t ime I I 8.96-13.73 11.50
1 .34 •25
I - I I I
.13
.42 .22
I I I 7.72-14.46
11.13 1.77 • 33
I I - I I I
• 37
.41 .82
Total
Group 7.72-14.50 11.26 1 .44
•15
Maze- I 5 .6 - 17.4 11.38 3-20
•59
I - I I .41
• 77 .63
e rro rs I I 4.0 -16.0
10.97
2 .70 •50 I - I I I
.15 .74
.19
I I I 8 .0 -18.4
11.23
2 .42
.45 I I - I I I .26
.67 • 51
Total
Group 4 .0 -18.4
11.19
2 .80 • 30
Balance I .2 - 6 .6 2 .67
1.73
•32 I - I I .54 • 38
1-57
board I I .2 - 4.6
2.13
1 .06 .20 I - I I I .64 .43
1.55
I I I .0 - 5 .6
2.03 1.52 .28 I I - I I I .10 • 34
.17
Total
Group .0 - 6 .6 2 .2 8 1.48 . 16
T A B L E 24--Continued
S k i l l s Group Range Mean S.D. S.E.
D ifferences Between Groups
Groups M S.E.M t
d i f f d i f f ~
Lacrosse I .6 - 5-4
2.35 1.19
.22 I - I I .34 •30 1.06
I I .2 - 4.0 2 .01
1.13
.21 I - I I I .40 •30
1.35
I I I .8 - 5-2
2.75
1.11 .21 I I I - I I .74 • 30 2.48 *
T otal
Group .2 - 5-4 2 .38 1.19 •13
Foot I 1.6 - 3-8 2.36 .48 .09 I - I I
•25 •13 1.91
v olley I I .6 - 3 .2 2 .11
•51 .09 I - I I I .02
•13 • 15
I I I 1.2 - 3-3 2 .34
•53
. 10 I I - I I I
• 23 •13
1.68
Total
Group .6 - 3-8 2 .27 • 52 .06
♦ S ig n ific a n t a t the 5 Per cent le v e l of c o n fid e n ce .
NOTE: This ta b le should be read as follow s: For i n i t i a l re le a rn in g on the
maze-time, Group I ' s ( t w e n t y - t r ia l p r a c tic e ) scores ranged from 3.30 to 14.50. The
mean was 11.26; the S .D ., 1.39; and the S.E. of the M, .26. Group I had a .24 lower
mean than Group I I ( t h i r t y - t r i a l p r a c t i c e ) . The S.E. of the M d iffe re n c e was . 3 6 .
The r e s u l ti n g t_ of .67 was not s t a t i s t i c a l l y s i g n i f i c a n t .
153
soore fo r Group I and .26 lower than th e mean sc o r e fo r
Group I I I . N e ith e r d i f f e r e n c e was s t a t i s t i c a l l y s i g n i f
ic a n t .
The mean sc o r e f o r Group I I I was .15 low er than the
mean sc o r e f o r Group I . This d i f f e r e n c e was not s t a t i s
t i c a l l y s i g n i f i c a n t .
B alance b o a rd .--T h e mean sco re on i n i t i a l r e l e a r n
ing f o r Group I I I was .64 lower ( b e t t e r ) than th e mean
sc o r e f o r Group I and .10 below th e mean sco re f o r Group
I I . N e ith e r d i f f e r e n c e was s t a t i s t i c a l l y s i g n i f i c a n t .
The mean sc o r e f o r Group I I was .54 below th e mean
sco re fo r Group I . T his d if f e r e n c e was not s t a t i s t i c a l l y
s i g n i f i c a n t .
L a c r o s s e . — The mean sco re on i n i t i a l r e le a r n in g fo r
Group I was .34 h ig h er ( b e t t e r ) than th e mean sc o r e fo r
Group I I and .40 low er than the mean sc o r e f o r Group I I I .
N e ith e r d i f f e r e n c e was s t a t i s t i c a l l y s i g n i f i c a n t .
The mean sco re f o r Group I I I was .74 h ig h e r than
th e mean sc o r e f o r Group I I . This d if f e r e n c e produced a
t^-ratio o f 2 . 4 8 , which was s i g n i f i c a n t a t the 5 per cen t
l e v e l o f c o n fid e n c e in fa v o r o f Group I I I .
Foot v o l l e y .--T h e mean sco re on i n i t i a l r e le a r n in g
f o r Group I on th e f o o t v o l l e y was .25 h ig h er ( b e t t e r ) than
th e mean sc o r e f o r Group I I and .02 h ig h e r than the mean
sc o r e f o r Group I I I . N eith er d i f f e r e n c e was s t a t i s t i c a l l y
s i g n i f i c a n t .
15^
The mean sc o r e f o r Group I I I was .23 h ig h e r than
th e mean sco re f o r Group I I . This d i f f e r e n c e was not
s t a t i s t i c a l l y s i g n i f i c a n t .
Comparison o f th r e e groups on t o t a l r e le a r n in g
T o ta l r e le a r n in g was determ ined by summing the
s c o r e s made on a l l tw enty p r a c t ic e t r i a l s o f th e r e t e n t i o n -
r e le a r n in g p e r i o d . Comparisons were th en made between
group means to determ ine whether d i f f e r e n c e s e x i s t e d among
groups when r e le a r n in g was measured by t h i s means. Table
25 p r e se n ts a summary o f t o t a l r e le a r n in g s c o r e s .
M aze-tim e. --The mean sc o r e on t o t a l r e le a r n in g f o r
Group I on th e m aze-tim e was 4 .5 0 lower ( b e t t e r ) than th e
mean sco re f o r Group I I and .33 h ig h er than the mean sc o r e
f o r Group I I I . Group I l l ' s mean sco re was 4 .8 3 lower than
the mean sco re fo r Group I I . None o f th e s e d i f f e r e n c e s was
s t a t i s t i c a l l y s i g n i f i c a n t .
M a z e -e r r o r s.--T h e mean sc o r e on t o t a l r e le a r n in g
f o r Group I I I was 15*33 lower ( b e t t e r ) than the mean sco re
f o r Group I and 1 .3 3 lower than the mean sc o r e fo r Group
I I . Group I I ' s mean sco re was 1 4 .0 0 lower than th e mean
sc o r e f o r Group I . None o f th e se d i f f e r e n c e s was s t a t i s
t i c a l l y s i g n i f i c a n t .
Balance b oard.--T h e mean sco re on t o t a l r e le a r n in g
f o r Group I I was 1 2 .3 3 lower ( b e t t e r ) than the mean score
f o r Group I . This d i f f e r e n c e produced a t - r a t i o o f I .98
T A B LE 2 5
C O M PA R ISO N S O F T H R E E PRACTICE G R O U PS O N T O T A L
RELEA R N IN G O F N E W M O T O R SKILLS
D ifferences Between Groups
S k i l l s Groups Range Mean S.D. S.E. Groups M
d i f f
S.E.M
d i f f
Maze
I 1 6 7 . 8- 2 6 2 .1 213.50 23.14 4 .30 I - I I 4 .50
6.53 .67
time I I 165.4 - 2 6 7 .0 2 18.00 26.45
4 .91
I - I I I
.33
6.70 .03
I I I 149.8-276.6
213.17
2 7 .6 6 5-14 I I - I I I 4.83 7-11
.60
T otal
Group 149.8 - 2 7 6 .6 214.61
26.39
2 .80
Maze- I
135 -335 218.83 49.31
9.16 I - I I 14 .00 11.88 1.12
e rro rs I I
85 -271
2 04.83 40.78
7.57
I - I I I
15.33
11.12 1 .2 8
I I I 153
-290 2 0 3 .5 0 3 4.00 6 .31 I I - I I I
1-33 10.99 •34
Total
Group
85 -385
20 9 .5 0 42 .27 4.48
Balance I 2 -132 37.50 30.56 5-68 I - I I
12.33
6.44 1.98
board I I 2 -72 25-17
16.30
3.03 I I I - I 14 .17 7-11
2 .0 1
I I I 1
-87 23.33
23-04 4 .28 I I - I I I 1 .84 5.24
• 31
Total
Group 1 -132
28.83
24 .99
2 .65
T A B L E 25--Continued
S k i l l s Groups Range Mean S.D. S.E.
D ifferences
Groups M
d i f f
Between Groups
S.E.M t
d i f f -
Lacrosse I
7
-114
54.17
25-36 4 .71 I - I I 7.34 6 .2 1 1.32
II 8
- 87
46.83
21.77
4 .04 I - I I I
10.33
6 .2 2 1.44
I I I
15
-101 64 .50 2 1.86 4 .06 I I I - I I
17.67 5-73 3-73 **
Total
Group
7
-114 54 .94 24 .40
2.59
Foot I 32 - 72 45.70 9.28 1.72 I - I I 3.30
2.53 1-37
v olley II 26
- 59
42 .40 9.94 I .85 I - I I I
•53
2.02 .26
I I I
35
- 56 45.17 5-73
1.06 I I - I I I
2-77 2.13 1.39
Total
Group 26
- 59 44.37 8 .6 9 • 92
♦ S ig n ific a n t a t the 5 Per cent lev e l of confidence.
* * S ig n ifle an t at the 1 per cent lev el of confidence.
NOTE: This ta b le should be read as follows: For t o t a l r e le a rn in g on the
maze-time, Group I ' s ( t w e n t y - t r ia l p r a c tic e ) scores ranged from 167-8 to 262.1.
The mean was 213-50; the S.D ., 23-14; and the S.E. of the M, 4.30. Group I had a
4.50 lower ( b e tte r ) mean than Group I I ( t h i r t y - t r i a l p r a c t i c e ) . The S.E. of the
M d iffe re n c e was 6 . 5 3 . The r e s u l t i n g jt of .67 was not s t a t i s t i c a l l y s i g n i f i c a n t .
157
which approached s i g n i f i c a n c e a t th e 5 Per cent l e v e l . The
mean sco re f o r Group I I was 1 .8 4 h ig h e r than the mean sco re
f o r Group I I I . This d if f e r e n c e was not s t a t i s t i c a l l y
s i g n i f i c a n t .
The mean sc o r e f o r Group I I I exceeded the mean
sc o r e o f Group I by 1 4 .1 7 - This d i f f e r e n c e produced a
t - r a t i o o f 2 . 0 1 , which was s t a t i s t i c a l l y s i g n i f i c a n t a t the
5 per cen t l e v e l o f c o n fid e n c e .
L a c r o s s e . --The mean sco re on t o t a l r e le a r n in g fo r
Group I was 7-34 h ig h e r ( b e t t e r ) than the mean sco re fo r
Group I I and 1 0 .3 3 below the mean sc o r e fo r Group I I I .
N e ith e r o f t h e s e d i f f e r e n c e s was s t a t i s t i c a l l y s i g n i f i c a n t .
The mean sco re f o r Group I I I exceeded th e mean
sco re o f Group I I by 1 7 -6 7 . This d i f f e r e n c e produced a
t_-ratio o f 3-73* which was s t a t i s t i c a l l y s i g n i f i c a n t at
th e 1 per cen t l e v e l of c o n f id e n c e .
F oot v o l l e y .--T he mean sc o r e on t o t a l r e le a r n in g
f o r Group I was 3-3 0 h ig h er ( b e t t e r ) than the mean sc o r e
f o r Group I I and .53 h ig h e r than the mean sc o r e f o r Group
I I I . The mean sc o r e f o r Group I I I was 2 .7 7 h ig h e r than the
mean sc o r e f o r Group I I . None o f th e s e d i f f e r e n c e s was
s t a t i s t i c a l l y s i g n i f i c a n t .
Comparison of th r e e groups on f i n a l r e le a r n in g
F in a l performance on r e le a r n in g was determ ined by
a v era g in g the s c o r e s made on the l a s t f i v e t r i a l s o f the
158
r e le a r n in g p e r io d . Comparisons were then made between
group means to determ ine whether d if f e r e n c e s e x is t e d among
groups when r e le a r n in g was measured by t h i s means* Table
26 p r e s e n ts a summary o f f i n a l r e le a r n in g s c o r e s .
M aze-tim e. --The mean sco re on f i n a l r e le a r n in g fo r
Group I I I was .02 low er ( b e t t e r ) than the mean sco re fo r
Group I and .14 lower than the mean sco re f o r Group II»
The mean f o r Group I was .12 lower than the mean sc o r e fo r
Group I I . None of th e se d if f e r e n c e s was s t a t i s t i c a l l y
s i g n i f i c a n t *
M a ze-erro rs. --The mean score on f i n a l r e le a r n in g
f o r Group I I I was 1 .0 9 lower ( b e t t e r ) than the mean score
fo r Group I and .41 lower than the mean sco re fo r Group I I .
Group I I ' s mean sco re was .65 lower than the mean score fo r
Group I . None o f th e se d if f e r e n c e s was s t a t i s t i c a l l y
s i g n i f i c a n t .
Balance board.--T h e mean score fo r Group I I was .58
low er ( b e t t e r ) than the mean score fo r Group I and .21
h ig h er than the mean sco re fo r Group I I I . N eith er d i f f e r
ence was s t a t i s t i c a l l y s i g n i f i c a n t .
The mean sco re fo r Group I I I was .79 lower than the
mean sco re fo r Group I . This d if f e r e n c e produced a t_-ratio
of 2 . 4 1 , which was s t a t i s t i c a l l y s i g n i f i c a n t a t the 5 per
cen t l e v e l o f co n fid en ce in favor o f Group I I I .
L a c r o s s e .--T h e mean score f o r Group I was .66
h ig h er ( b e t t e r ) than the mean sco re fo r Group I I and .31
T A B L E 26
C O M PA R ISO N S O P T H R E E PRACTICE G R O U PS O N PINAL
RELEA RN IN G O F N E W M O T O R SKILLS
S k i l l s Groups Range Mean S.D. S.E.
D iffe r e n c e s
Groups M
d i f f
Between Groups
s *E *M d i f f i
Maze I 7 -58-12 .68
10.39 1.39
.26 I - I I .12
.37
.32
time I I 7 .9 0 -1 4 .0 6 10.51 1 .47 .27 I - I I I .02 .36 . 06
I I I 7.48-13-24
10.37 1.34 .25 I I - I I I .14
.37
.38
T o ta l
Group 7 .4 8 -1 4 .0 6 10.42 1.40
•15
Maze- I 5 .8 - 2 0 .0
10.53
2.68 .50 I - I I .65
.62
1.05
e r r o r s I I 4.2 -13.2
9.85
2 .01
• 37
I - I I I
1.09 .58 1.88
I I I 6 .8 -13 *8 9.44 1.62 .30 I I - I I I .41 .48 .86
T o ta l
Group 4.2 -2 0 .0 9.94 2 .19 .23
Balance I .0 - 6.4
1-53
1.49 .28 I - I I .58 .32 1.81
board I I .0 - 3.4
• 95
.86 .16 I I I - I • 79 • 33
2.41 *
I I I .0 - 3-4 • 74 .94
.17 I I - I I I .21
• 23 • 89
T o ta l
Group .0 - 6.4
1.07 1.18
.13
TABLE 26--Continued
D iffe r e n c e s Between Groups
S k i l l s Groups Range Mean S.D. S.E . Groups
M d i f f
S .E .M
d i f f
_ t
Lacrosse I .2 - 5.8 3-10
1-35 • 25 I - I I .66
.35
1.86
I I .2 - 4 .8 2 .4 4 1.36 .25
I - I I I
.31 • 35 .89
I I I .6 - 6 .0 3 .4 1 1.32
•25
I I I - I I
• 97 •35 2 .7 5 **
T o ta l
Group .2 - 6 .0 2.98 1 .4 0
.15
Foot I 1 .2 - 3-8 2 .41 • 72
•13
I - I I • 30 .18 1.61
v o l l e y I I . 8 - 3.6 2.11 • 70
• 13
I - I I I .11
.15 .73
I I I 1 .4 - 3 -0 2 .3 0 • 38 • 07 I I - I I I
• 19 • 15 1 .2 9
T o ta l
Group .8 - 3-8
2 .2 7 • 63 •07
♦ S i g n i f ic a n t a t the 5 Per cent l e v e l o f c o n fid e n c e .
* * S ig n if ic a n t a t the 1 per cen t l e v e l of c o n fid e n c e .
NOTE: This t a b le should be read as fo llo w s : For f i n a l r e le a r n in g on the maze
tim e , Group I ' s ( t w e n t y - t r i a l p r a c t ic e ) sc o r e s ranged from 7*58 to 1 2 .6 8 . The mean was
1 0.39; the S .D ., 1 .3 9 ; and the S .E . of the M, .2 6 . Group I had a .12 lower ( b e t t e r )
mean than Group I I ( t h i r t y - t r i a l p r a c t i c e ) . The S .E . o f the M d if f e r e n c e was .3 7 . The
r e s u l t i n g t_ of .32 was not s t a t i s t i c a l l y s i g n i f i c a n t .
l6l
low er than the mean sc o r e f o r Group I I I . N eith er o f th e se
d i f f e r e n c e s was s t a t i s t i c a l l y s i g n i f i c a n t .
The mean sco re f o r Group I I I was .97 h ig h er than
th e mean sc o r e f o r Group I I . This d i f f e r e n c e produced a
t^-ratio o f 2 .75* which was s t a t i s t i c a l l y s i g n i f i c a n t a t the
1 per cen t l e v e l o f c o n fid e n c e in fa v o r o f Group I I I .
Foot v o l l e y .--T h e mean sco re f o r Group I was .30
h ig h er ( b e t t e r ) than th e mean sco re f o r Group I I and .11
h ig h er than the mean sc o r e fo r Group I I I . The mean score
f o r Group I I I was .19 h ig h er than the mean sco re f o r Group
I I . None o f th e se d i f f e r e n c e s was s t a t i s t i c a l l y s i g n i f
ic a n t .
CHAPTER V
INTERPRETATION AND DISCUSSION OP DATA
This ch ap ter Is d iv id ed in to fo u r p a r t s , as
f o llo w s : ( l ) d i f f e r e n c e s among the t w e n t y - t r i a l , t h i r t y -
t r i a l , and f o r t y - t r i a l p r a c t ic e groups on performance
s c o r e s in o r i g i n a l le a r n in g ; (2) i n t e r r e l a t i o n s h i p s among
th e f i v e novel motor s k i l l s ; (3) r e t e n t i o n and r e le a r n in g
of the new motor s k i l l s ; and (4) summary and t h e o r e t i c a l
i m p lic a t io n s .
D if f e r e n c e s Among the T w e n t y - t r ia l, T h i r t y - t r i a l , and
F o r t y - t r i a l P r a c tic e Groups on Performance
S cores in O r ig in a l Learning
One of th e purposes o f the stu d y was to determ ine
whether d i f f e r e n c e s e x is t e d among th e th r e e randomly
a ssig n e d p r a c t ic e groups in perform ing new motor s k i l l s .
V arious comparisons were made among performance sc o r e s o f
th e th r e e p r a c t ic e groups during th e i n i t i a l t e s t i n g
p e r io d . This i n i t i a l t e s t i n g period is r e fe r r e d to as
o r i g i n a l l e a r n in g . For the purposes o f c l a r i t y , c e r t a i n
terms used in t h i s s e c t i o n are r e d e f in e d .
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163
I n i t i a l performance s c o r e . --A verage o f s c o r e s made
on the f i r s t f i v e p r a c t ic e t r i a l s o f o r ig in a l le a r n in g .
T otal performance s c o r e . - - T o t a l o f the s c o r e s made
on the f i r s t tw enty p r a c t ic e t r i a l s o f o r i g i n a l le a r n in g .
F in a l performance s c o r e . --A verage of s c o r e s made on
l a s t f i v e p r a c t ic e t r i a l s o f o r ig in a l le a r n in g .
Net gain s c o r e . - - I n i t i a l performance sco re sub
tr a c te d from f i n a l performance s c o r e .
A n a ly sis of the data r ev ea led the fo llo w in g :
1. Both the f o r t y - t r i a l p r a c tic e group and the
t h i r t y - t r i a l p r a c t ic e group showed s t a t i s t i c a l l y s i g n i f
ic a n t g r e a te r net gain in o r ig in a l le a r n in g than did the
t w e n t y - t r ia l p r a c t ic e group on two s k i l l s : maze-time and
balance board.
2 . The f o r t y - t r i a l p r a c tic e group was su p e r io r to
the t w e n t y - t r ia l p r a c tic e group on f i n a l performance on the
balance board and to the t h i r t y - t r i a l p r a c tic e group on
f i n a l performance on the la c r o s s e s k i l l . The t w e n t y - t r ia l
p r a c t ic e group was su p e r io r to the t h i r t y - t r i a l p r a c t ic e
group on f i n a l performance sc o r e s on the fo o t v o l l e y .
4. Both th e t w e n t y - t r i a l and the f o r t y - t r i a l
p r a c t ic e groups were su p e r io r to the t h i r t y - t r i a l p r a c tic e
group on t o t a l performance s c o r e s fo r the f i r s t twenty
t r i a l s of o r i g i n a l le a r n in g in the la c r o s s e s k i l l .
5. There were no s i g n i f i c a n t d if f e r e n c e s among
groups on any measure o f o r ig in a l le a r n in g on one s k i l l ,
th e m a z e -e r r o r s .
I t may be se e n th a t th e d i f f e r e n c e s among the th r e e
p r a c t ic e groups which were e x h ib ite d in o r i g i n a l le a r n in g
did not f o llo w a c o n s is t e n t p a t t e r n . In g e n e r a l , th e r e was
not a d i r e c t r e l a t i o n s h i p between l e v e l s o f p r o f ic ie n c y
a t ta in e d and th e number o f p r a c t ic e t r i a l s perform ed.
The t w e n t y - t r i a l p r a c t ic e group did not g a in as
much as the o th er two p r a c t ic e groups in o r i g i n a l le a r n in g
on two of the f i v e motor s k i l l s , m aze-tim e and b alance
board. The amount o f net g a in on the m a ze-tim e , w h ile
s t a t i s t i c a l l y s i g n i f i c a n t , was not enough to e f f e c t s i g
n i f i c a n t d i f f e r e n c e s among groups on f i n a l performance
s c o r e s , however.
In the b alan ce board, a s k i l l which in v o lv ed a kind
o f dynamic b a la n c e , th e r e were no d i f f e r e n c e s among groups
a t the end o f th e f i r s t tw enty p r a c t ic e t r i a l s in o r i g i n a l
le a r n in g . In s p i t e o f th e s i g n i f i c a n t d i f f e r e n c e s in net
g a in on the balance board, a t th e end o f t h i r t y t r i a l s of
p r a c t i c e , Group I I did not have s i g n i f i c a n t l y b e t t e r s c o r e s
than the t w e n t y - t r i a l p r a c t ic e group had had a t th e end of
tw enty t r i a l s . At th e end o f f o r t y p r a c t ic e t r i a l s , Group
I I I had s i g n i f i c a n t l y b e t t e r s c o r e s than the t w e n t y - t r i a l
group had had a t the end o f tw enty t r i a l s . The d i f f e r e n c e
between f i n a l performance s c o r e s f o r th e t h i r t y - t r i a l and
f o r t y - t r i a l groups was not s i g n i f i c a n t . T h e r e fo r e , i t
would appear th a t In t h i s s k i l l , more than te n e x tr a
165
p r a c t ic e t r i a l s were n e c e ssa r y b efore d i f f e r e n c e s e x h ib ite d
between groups were la r g e enough to be s i g n i f i c a n t .
At th e end of tw enty t r i a l s in o r i g i n a l le a r n in g ,
both th e t w e n t y - t r i a l and the f o r t y - t r i a l p r a c t ic e groups
were s u p e r io r t o th e t h i r t y - t r i a l p r a c t ic e group in
performance s c o r e s on th e la c r o s s e s k i l l . At the end o f
t h i r t y p r a c t i c e t r i a l s , Group I I ' s performance s c o r e s were
as h ig h as Group I ' s had been a t th e end o f tw enty t r i a l s .
The e x tr a te n p r a c t i c e t r i a l s f o r t h i s group were appar
e n t l y of b e n e f i t . This same p a tte r n was fo llo w e d by the
f o r t y - t r i a l p r a c t ic e group in th a t t h i s group had s i g n i f
i c a n t l y b e t t e r performance s c o r e s a t the end o f f o r ty
t r i a l s than th e t h i r t y - t r i a l p r a c t ic e group had had a t the
end o f t h i r t y t r i a l s . Again the p a tte r n i s not c o n s i s t e n t .
At the end of f o r t y t r i a l s , Group I l l ' s performance s c o r e s
were not s i g n i f i c a n t l y b e t t e r than Group I ' s performance
s c o r e s had been a t the end o f tw enty p r a c t ic e t r i a l s .
The l a c r o s s e s k i l l was p rob ab ly the most complex of
any o f the f i v e motor s k i l l s s in c e i t in v o lv ed b a la n c e ,
body p o s i t i o n i n g , and t o t a l body adjustm ent to a changing
s i t u a t i o n as w e ll as m a n ip u la tio n o f th e la c r o s s e s t i c k .
I t would appear th a t perhaps th ere were r e a l d i f f e r e n c e s in
le a r n in g f o r the th r e e p r a c t ic e groups on the la c r o s s e
s k i l l and th a t th e s e d i f f e r e n c e s c o n tr ib u te d more to the
le a r n in g p a tte r n s d isp la y e d than did the number o f p r a c t ic e
t r i a l s .
166
The t w e n t y - t r i a l p r a c t i c e g ro u p 's s u p e r io r i t y to
th e t h i r t y - t r i a l p r a c t ic e group on f i n a l performance on the
f o o t v o l l e y in d i c a t e s th a t th e e x tr a te n t r i a l s o f p r a c t ic e
f o r the t h i r t y - t r i a l p r a c t i c e group were not o f b e n e f it in
th e amounts o f le a r n in g which occu rred .
I t was o r i g i n a l l y intended th a t the s k i l l s should
be sim ple enough to a llo w fo r s u c c e s s , y e t complex enough
to d i f f e r e n t i a t e between the e f f e c t s o f the number o f
p r a c t i c e t r i a l s perform ed. I t would appear th a t th e maze-
tim e , m a z e -e r r o r s, and perhaps the f o o t v o l l e y did not
d i f f e r e n t i a t e between groups as f a r as the le a r n in g which
occurred as a r e s u l t o f d i f f e r e n t numbers o f p r a c t ic e
t r i a l s was concerned.
S e v e r a l p o s s i b i l i t i e s e x i s t f o r t h i s la c k of
d i f f e r e n t i a t i o n . I t may be th a t th e se th ree s k i l l s were
so complex th a t lo n g e r p e r io d s o f p r a c t ic e were n e c e ssa r y
fo r d i f f e r e n c e s to become ap p aren t. On the o th er hand,
th e s e th ree s k i l l s may have been sim p le enough th a t a l l
s u b j e c t s q u ic k ly gained p r o f ic ie n c y in perform ing them. In
t h i s c a s e , th e e x tr a p r a c t i c e t r i a l s might not have served
to in c r e a s e l e v e l s o f p r o f ic ie n c y . A th ir d p o s s i b i l i t y i s
th a t th e se th r e e s k i l l s co n ta in ed str u c tu r e d l i m i t s on
performance which prevented the a tta in m en t o f h ig h e r l e v e l s
of p r o f i c i e n c y . The b e st time o f ap p ro x im a tely s i x seconds
on the m aze-tim e was approached by very few s u b j e c t s . The
lo w e s t number o f e r r o r s on th e maze was z e r o , but making
167
t h i s sco re involved ta k in g an i n o r d i n a t e l y long time to
t r a c e the maze. The h ig h e s t number of s u c c e s s f u l v o lle y s
on the fo o t v o lle y was e i g h t . T h e o r e t i c a l l y , th e r e was no
s t r u c t u r e d l i m i t to t h i s s k i l l , s in c e one t r i a l c o n s is te d
of the number of s u c c e s s f u l v o lle y s befo re c o n tr o l was
l o s t . However, very few s u b je c ts approached the high
sco re of e ig h t s u c c e s s f u l v o lle y s in one t r i a l .
In i n i t i a l performance, the foot v o lle y , as used in
t h i s study, was the l e a s t r e l i a b l e of any of the fiv e
measures, with a r e l i a b i l i t y c o e f f ic ie n t of .40. The f i n a l
r e l i a b i l i t y c o e f f i c i e n t of .45 obtained fo r t h i s s k i l l was
a ls o low. Robichaux obtained an i n i t i a l r e l i a b i l i t y co
e f f i c i e n t of .88 and a f i n a l r e l i a b i l i t y c o e f f i c i e n t of .85
fo r the foot volley (79:107). In Robichaux's study, sub
j e c ts prac tic ed the foot volley two and one-half minutes
each day for ten successive days. An average d a il y score
was computed by d ividin g the number of t r i a l s into the
t o t a l number of leg a l k ick s. In the present study, scores
f o r in div id ual t r i a l s were considered. I t would appear
th a t th is method of computing scores fo r the foot v olley
was not as r e l i a b l e as the method employed by Robichaux.
Her method of s c o rin g gave a l l s u b je c ts equal o p p o r tu n ity
to p r a c t i c e th e s k i l l . When i n d iv id u a l t r i a l s were con
s id e r e d , on th e o th e r hand, s u b je c ts who were s u c c e s s f u l
experienced more p r a c t i c e time than th o se who were not
s in c e one t r i a l c o n s is te d of the number of s u c c e s s fu l
168
v o l l e y s made b efo re c o n tr o l was l o s t or a f o u l was com
m itte d . I t i s p o s s i b l e and probably e n t i r e l y l o g i c a l , th a t
th e s e d i f f e r e n c e s in amounts o f p r a c t ic e time may have
in flu e n c e d l e v e l s o f p r o f ic ie n c y rea ch ed . I t was assumed,
however, th a t such d i f f e r e n c e s would a f f e c t a l l p r a c t ic e
groups to an equal e x t e n t .
The r e l i a b i l i t y c o e f f i c i e n t f o r th e m aze-errors
dropped from .80 f o r i n i t i a l r e l i a b i l i t y to .43 fo r f i n a l
r e l i a b i l i t y . S e v e r a l e x p la n a tio n s f o r t h i s f a c t seem
p l a u s i b l e . F a tig u e may have been a f a c t o r in th a t t e n s io n
was n e c e ssa r y In the arm and hand g u id in g the s t y l u s
through the maze. In a d d i t i o n , s to o p in g and bending were
n e c e ssa r y to tr a c e the e n t i r e tr a c k . A la r g e number o f
s u b j e c t s in d ic a te d s u b j e c t i v e l y th a t th e y found th e tr a c in g ,
of the maze f r u s t r a t i n g or b orin g. I t i s p o s s i b l e th a t
both f r u s t r a t i o n and boredom may have a f f e c t e d performance
s c o r e s as p r a c t ic e c o n tin u e d , thus making perform ances l e s s
c o n s i s t e n t .
I n t e r r e l a t i o n s h i p s Among the Five New S k i l l s
I n t e r r e l a t i o n c o e f f i c i e n t s among the f i v e new motor
s k i l l s ranged from - .1 1 + .10 f o r the m aze-tim e and maze-
e r r o r s to .52 + .08 f o r the la c r o s s e s k i l l and th e f o o t
v o l l e y . The e s s e n t i a l l y zero c o r r e l a t i o n between th e maze
tim e and th e m a ze-errors compares p o s i t i v e l y w ith oth er
evid en ce s u g g e s tin g th e Independence o f the two f a c t o r s o f
speed and a ccu ra cy . In g e n e r a l, th e lo w e s t c o r r e l a t i o n
c o e f f i c i e n t s e x i s t e d between th e m aze-tim e and th e o th er
fo u r s k i l l s , ranging from .003 f o r th e b alance board to .14
w ith th e la c r o s s e s k i l l . Only fo u r o f the t e n c o r r e l a t i o n ’
; c o e f f i c i e n t s obtained were s t a t i s t i c a l l y s i g n i f i c a n t .
|
These were: l a c r o s s e and f o o t v o l l e y , .52 + .08; l a c r o s s e
and balance board, .49 + .08; balance board and fo o t
v o l l e y , .44 + .09; and la c r o s s e and m a z e -e r r o r s, .26 + .10.1
S in ce one o f the c r i t e r i a employed in s e l e c t i n g the motor
s k i l l s to be used was th a t the s k i l l s be d i f f e r e n t from
; each o t h e r , low i n t e r c o r r e l a t i o n s were con sid ered as an
in d i c a t i o n th a t t h i s c r i t e r i o n had been m et.
i
The two s k i l l s which in v o lv ed the s t y l u s maze were j
d escrib e d as s k i l l s which in v o lv e d both f i n e and g r o ss j
movements. The o th er th r e e s k i l l s which were p r a c tic e d j
j in v o lv ed m ain ly g ro ss motor movements. I t Is p o s s i b l e th a t
th e f i n e motor c o o r d in a tio n req u ired i n perform ing the maze
s k i l l s may account in p a rt f o r th e la c k o f c o r r e l a t i o n ,
between the maze s k i l l s and the o th er motor s k i l l s involved
In t h i s s t u d y . j
R e te n tio n and R elea rn in g o f the New Motor S k i l l s
The primary purpose o f th e p r e se n t stu d y was to
determ ine whether d i f f e r i n g amounts o f I n i t i a l p r a c t ic e
a f f e c t r e t e n t i o n and r e le a r n in g of f i v e novel motor s k i l l s .
R e te n tio n and r e le a r n in g were measured by s e v e r a l d i f f e r e n t
170
m ethods. For th e purposes o f c l a r i t y , the f o llo w in g terms
are r e d e fin e d :
R e te n tio n s c o r e . --S c o r e made on the f i r s t p r a c t ic e
t r i a l a f t e r t w e n ty -e ig h t days during which th e s k i l l s were
not p r a c t ic e d .
R e m in is c e n c e .--A n increm ent in performance o f a
p a r t i a l l y learn ed a c t which cannot be a t t r ib u t e d to
p h y s ic a l p r a c t ic e o f th a t s k i l l .
P ercen tage o f r e t e n t i o n . - - R e t e n t io n sco re d iv id ed
by f i n a l performance sco re on o r i g i n a l le a r n in g .
Savin gs s c o r e . --Number o f r e le a r n in g t r i a l s
n e c e ssa r y to r e tu r n to f i n a l performance su b tra cted from ■
number o f t r i a l s to reach f i n a l performance in o r i g i n a l
le a r n in g .
P ercen tage o f s a v i n g s . --S a v in g s sco re d iv id ed by
number of t r i a l s to reach f i n a l performance in o r i g i n a l
l e a r n i n g .
I n i t i a l r e le a r n in g s c o r e . —Average o f s c o r e s made
on f i r s t f i v e p r a c t ic e t r i a l s of r e t e s t i n g p e r io d .
T o ta l r e le a r n in g s c o r e . — T o ta l o f sc o r e s made on
the tw en ty p r a c t ic e t r i a l s of the r e t e s t i n g p e r io d .
F in a l r e le a r n in g s c o r e . --A verage of s c o r e s made on
l a s t f i v e p r a c t ic e t r i a l s o f r e t e s t i n g p e r io d .
A n a ly sis of the data rev e a le d th e fo llo w in g :
1 . There were no s t a t i s t i c a l l y s i g n i f i c a n t
d i f f e r e n c e s among th e th ree p r a c t ic e groups on any o f the
1.71
f i v e s k i l l s In a b s o lu te r e t e n t i o n .
2 . A l l th ree p r a c t ic e groups r e ta in e d a f a i r l y
high percen tage o f f i n a l performance on o r i g i n a l le a r n in g ;
w ith the t w e n t y - t r i a l p r a c t ic e group d is p la y in g r e m in is
cence on the m aze-time and m a ze -e r r o r s. The t h i r t y - t r i a l
p r a c t ic e group d isp la y e d rem in iscen ce on the m a z e -e r r o r s.
3. There were no s t a t i s t i c a l l y s i g n i f i c a n t d i f
fe r e n c e s among the th ree p r a c t ic e groups on any o f th e f i v e
s k i l l s in the number of t r i a l s to r e le a r n to the l e v e l of
f i n a l performance in o r i g i n a l le a r n in g once or tw ice in
s u c c e s s i o n .
4 . High p e r c e n ta g e s of sa v in g s were e x h ib ite d by
a l l th ree p r a c t ic e groups on a l l f i v e s k i l l s .
5 . The on ly s i g n i f i c a n t d if f e r e n c e in i n i t i a l
r e le a r n in g was between the t h i r t y - t r i a l p r a c t ic e group and j
the f o r t y - t r i a l p r a c t ic e group. The f o r t y - t r i a l p r a c t ic e
group was s u p e r io r to the t h i r t y - t r i a l p r a c t ic e group in
i n i t i a l r e le a r n in g on l a c r o s s e .
6 . In both t o t a l r e le a r n in g and f i n a l r e le a r n in g ,
th e f o r t y - t r i a l p r a c t ic e group was su p e r io r to th e tw enty-
t r i a l p r a c t ic e group on th e balance board. The f o r t y - t r i a l
p r a c t ic e group a l s o had s i g n i f i c a n t l y h ig h er s c o r e s than
the t h i r t y - t r i a l p r a c t ic e group on t o t a l r e le a r n in g and I
f i n a l r e le a r n in g on l a c r o s s e .
When a b s o lu te r e t e n t i o n was compared, th e r e were no
s i g n i f i c a n t d i f f e r e n c e s among groups on th e raw sc o r e s made
172
on the f i r s t r e t e s t i n g t r i a l f o r any o f the f i v e s k i l l s .
The s u p e r io r i t y which was d isp la y e d by the f o r t y - t r i a l
p r a c t ic e group in o r i g i n a l le a r n in g on the balan ce board
and la c r o s s e and by the t w e n t y - t r i a l p r a c t ic e group on
la c r o s s e and the f o o t v o l l e y was not evidenced when t h i s
measure of r e t e n t i o n was employed. This f a c t would seem
to in d ic a te th a t g r e a t e r f o r g e t t i n g occurred f o r th e se two
groups in th e se p a r t ic u l a r s k i l l s .
When r e t e n t i o n was measured by the p ercen ta g e o f
f i n a l performance on o r i g i n a l le a r n in g r e ta in e d on the
f i r s t day o f the r e t e n t i o n - r e l e a r n i n g p e r io d , the tw en ty-
t r i a l p r a c t ic e group r e ta in e d the h ig h e s t p ercen ta g e o f
f i n a l performance w ith an average o f 86.64 per cen t fo r
a l l f i v e s k i l l s . The f o r t y - t r i a l p r a c t ic e group r e ta in e d
th e l e a s t w ith an average o f 6 2 .9 7 per cent fo r a l l f i v e
s k i l l s , w h ile the t h i r t y - t r i a l p r a c t ic e group r e ta in e d an
average o f 8 0 .0 5 per c e n t. The t o t a l group r e ta in e d 7 6 .5 5
per cen t when p ercen ta g es f o r a l l f i v e s k i l l s were
a v e r a g e d .
Using t h i s m easure, the s k i l l l e a s t w ell r e t a in e d
by th e t o t a l group was th e balance board w ith 48.41 p er
c en t of f i n a l perform ance l e v e l r e t a i n e d . This low
p e rc en ta g e of r e t e n t i o n was l a r g e l y accounted f o r by the
lo s s sc o re of - . 9 3 per c en t f o r the f o r t y - t r i a l p r a c t i c e
g ro u p .
For a l l th r e e groups, th e p ercen tage o f r e t e n t i o n
173
on the la c r o s s e was low w ith th e t o t a l group r e t a in in g on ly
5 2.23 per cent o f f i n a l performance l e v e l s on o r i g i n a l
le a r n in g . Both speed and accuracy were r e ta in e d to a high
degree as measured by the m aze-tim e and m a z e -e r r o r s. The
t o t a l group showed the h ig h e s t p ercen ta g e o f r e t e n t i o n f o r
the maze-time o f a l l the f i v e s k i l l s w ith 98.79 per c e n t.
The next h ig h e s t p ercen ta g e o f r e t e n t i o n fo r the t o t a l
group was fo r the m aze-errors w ith 9^*33 per cen t r e t e n
t i o n . Both th e t w e n t y - t r i a l and the t h i r t y - t r i a l p r a c t ic e
groups d isp la y e d sm all amounts o f r e m in iscen ce on th e maze-
e r r o r s and the t w e n t y - t r i a l p r a c t ic e group showed a sm all
amount o f r e m in iscen ce on the m aze-tim e.
A ll th r e e p r a c t ic e groups relea rn ed to p r e v io u s ly
a t ta in e d l e v e l s o f p r o f ic ie n c y in about the same number of
t r i a l s . When r e t e n t i o n was measured by t h i s means, i t
would appear th a t e x tr a t r i a l s during i n i t i a l le a r n in g
were not of b e n e f it as f a r as amounts of r e t e n t i o n
o b ta in e d . These f in d in g s agree w ith th o se o f Massey (57)
who found th a t te n e x tr a t r i a l s in o r i g i n a l le a r n in g were
not o f b e n e f it in r e t e n t i o n .
When s a v in g s in r e le a r n in g to f i n a l performance
once were c o n s id e r e d , the f o r t y - t r i a l p r a c t ic e group showed
the h ig h e s t sa v in g s w ith an average o f 9 1 .8 3 per cen t on
a l l f i v e s k i l l s . The t w e n t y - t r i a l p r a c t ic e group saved the
l e a s t w ith an average o f 86.30 per cen t sa v in g s f o r a l l
f i v e s k i l l s . The t h i r t y - t r i a l p r a c t ic e group saved an
average of 8 9 -0 7 per cen t fo r a l l f i v e s k i l l s . I t should
be noted th a t the d i f f e r e n c e s in p ercen tages o f sa v in g s
among the th ree p r a c tic e groups were very sm a ll. The
f o r t y - t r i a l p r a c tic e group, which had had twenty more
t r i a l s in o r i g i n a l le a r n in g than the t w e n t y - t r i a l p r a c t ic e
group saved on ly 5-53 Per c e n t , or about o n e - tw e n t ie th ,
more when r e le a r n in g to f i n a l performance once. The
f o r t y - t r i a l p r a c t ic e group saved 2.76 per cent more than
the t h i r t y - t r i a l p r a c t ic e group which had had te n few er
p r a c tic e t r i a l s in o r i g i n a l le a r n in g . The t h i r t y - t r i a l
p r a c tic e group saved 2 .7 7 per cent more than the tw en ty-
t r i a l p r a c tic e group.
When sa v in g s in r e le a r n in g to f i n a l performance
tw ice in s u c c e s s io n were c o n sid e r e d , the d i f f e r e n c e s be
tween group p ercen tages were g r e a t e r . The t w e n t y - t r i a l
p r a c t ic e group showed a sa v in g s of 66.15 per cen t; the
t h i r t y - t r i a l p r a c tic e group showed a sa v in g s o f 77-13 Per
cen t; and the f o r t y - t r i a l p r a c tic e group a g a in saved most
w ith 82.38 per c e n t. Group I I I , w ith f o r t y p r a c t ic e t r i a l s
in o r ig in a l le a r n in g , saved 1 6 .2 3 Per c e n t , or about one-
s ix th , more than Group I w ith tw enty t r i a l s on o r i g i n a l
le a r n in g , and 5*25 Per c e n t, or about o n e-tw en tieth , more
than Group I I , w ith t h i r t y t r i a l s on o r i g i n a l le a r n in g .
The t h i r t y - t r i a l p r a c tic e group saved 1 0 .98 per c e n t , or
about o n e -te n th , more than the t w e n t y - t r ia l p r a c t ic e group.
The e x tr a amounts o f o r ig in a l p r a c tic e showed d im in ish in g
175
r e t u r n s a s f a r as s a v in g s in r e l e a r n i n g to p r e v i o u s l y
a t t a i n e d l e v e l s o f p r o f i c i e n c y were c o n c e rn e d . j
The f o r t y - t r i a l p r a c t i c e group q u i c k l y r e g a in e d the;
s u p e r i o r i t y o v er th e t h i r t y - t r i a l p r a c t i c e group w hich was
d i s p la y e d i n o r i g i n a l l e a r n i n g o f th e l a c r o s s e s k i l l .
A f t e r f i v e t r i a l s i n th e r e l e a r n i n g p e r i o d , th e p erfo rm a n c e
s c o r e s f o r th e f o r t y - t r i a l p r a c t i c e group were s i g n i f i c a n t
l y h ig h e r th a n th e s c o r e s f o r th e t h i r t y - t r i a l p r a c t i c e
g ro u p . T h is s u p e r i o r i t y c o n tin u e d th r o u g h o u t th e r e l e a r n
in g p e r i o d . A lth o u g h th e t w e n t y - t r i a l p r a c t i c e group s u r
p a sse d th e t h i r t y - t r i a l p r a c t i c e group on t o t a l p e r f o r m a n c e ;
on th e f i r s t tw e n ty t r i a l s of o r i g i n a l l e a r n i n g on j
l a c r o s s e , t h e r e was no s i g n i f i c a n t d i f f e r e n c e betw een
g ro u p s on any m easure of r e t e n t i o n o f t h i s s k i l l . T h u s, i t '
would a p p e a r t h a t th e f a i l u r e of th e t w e n t y - t r i a l p r a c t i c e
group t o r e g a i n i t s s u p e r i o r i t y o v er t h e t h i r t y - t r i a l ,
p r a c t i c e group i n th e r e l e a r n i n g p e r io d on l a c r o s s e m ight
be due t o th e e x t r a t e n t r i a l s o f p r a c t i c e t h e t h i r t y - t r i a l
p r a c t i c e group e x p e r ie n c e d d u r in g o r i g i n a l l e a r n i n g .
I t would a p p e a r t h a t th e e x t r a tw e n ty t r i a l s o f
p r a c t i c e in o r i g i n a l l e a r n i n g was o f some b e n e f i t t o th e
f o r t y - t r i a l p r a c t i c e g roup s in c e t h i s group r e g a in e d th e
s u p e r i o r i t y o v er th e t w e n t y - t r i a l p r a c t i c e group d i s p l a y e d
in o r i g i n a l l e a r n i n g d u r in g th e r e l e a r n i n g p e r i o d . The
i e x t r a t e n t r i a l s o f p r a c t i c e which t h e t h i r t y - t r i a l p r a c
t i c e group had i n o r i g i n a l l e a r n i n g d id no t e f f e c t
s i g n i f i c a n t amounts o f o r i g i n a l le a r n in g as d isp la y e d by
performance s c o r e s , nor did i t have an e f f e c t on r e t e n t i o n .
Summary and T h e o r e tic a l I m p lic a tio n s
The s k i l l s in v o lv ed in t h i s stu d y were c o n tin u o u s ly
graded motor s k i l l s in which th e s u c c e s s i v e s te p s could be
o n ly a r b i t r a r i l y i d e n t i f i e d . (3:^ 0) F in d in g s o f t h i s
study agree w ith th e r e s u l t s o f oth er s t u d i e s th a t such
ty p es o f motor s k i l l s are w e ll r e ta in e d and q u ic k ly
r e le a r n e d .
The amounts o f r e t e n t io n recorded depended on the
measure o f r e t e n t i o n u sed . Many a u t h o r i t i e s c o n sid e r the
s a v in g s or r e le a r n in g method th e most v a lid measure o f
r e t e n t i o n . From th e sta n d p o in t of p h y s ic a l e d u c a to r s, t h i s
method would appear to have p a r t ic u l a r m erit s in c e th e time
req u ired to r e tu r n t o p rev io u s l e v e l s of p r o f ic ie n c y i s
important in determ in in g amounts o f review n e c e ssa r y f o r
b est le a r n in g . In view o f the la r g e amounts of sa v in g s
e x h ib ite d by a l l p r a c t ic e groups, i t would appear th a t on ly
sh o r t p erio d s o f review may be n e c e ssa r y in r e le a r n in g
c e r t a i n ty p es o f motor s k i l l s .
In c o n s id e r in g sa v in g s In r e le a r n in g , the f in d in g s
o f t h i s stu d y agree with the r e s u l t s o f oth er s t u d ie s th a t
Increased amounts o f t r a in in g have n e g a t iv e ly a c c e le r a t e d
e f f e c t s on r e t e n t i o n . The number of e x tr a p r a c t ic e t r i a l s
In o r i g i n a l le a r n in g fo r the t h i r t y - t r i a l and f o r t y - t r i a l
177
p r a c t i c e groups d id n o t r e s u l t in p r o p o r t i o n a l i n c r e a s e s in
r e t e n t i o n . I t seems p o s s i b l e t h a t i n th e t e a c h i n g o f
s p o r t s - t y p e m otor s k i l l s , p r a c t i c e p e r io d s on a g iv e n s k i l l
co u ld be e f f e c t i v e l y s h o r t e n e d , p r o v id e d th e d e s i r e d l e v e l
o f p r o f i c i e n c y had been r e a c h e d .
The amounts o f r e t e n t i o n o b ta in e d in th e p r e s e n t
s tu d y seemed t o depend more on t h e l e v e l s o f p r o f i c i e n c y
a t t a i n e d in o r i g i n a l l e a r n i n g th a n on t h e amount o f t r a i n
in g r e c e i v e d . I t may be t h a t beyond c e r t a i n a d e q u a te
l e v e l s o f p r o f i c i e n c y , f u r t h e r p r a c t i c e i s n o t o f b e n e f i t
to r e t e n t i o n . However, i t may a l s o be t h a t c o n tin u e d p r a c
t i c e may a f f e c t l e v e l s o f p r o f i c i e n c y a t t a i n e d . With
c o n tin u e d p r a c t i c e , changes in m eth o d o lo g y o f p e rfo rm a n c e
o r i n s i g h t f u l l e a r n i n g m ight o c c u r which would r a i s e t h e
l e v e l of p r o f i c i e n c y . I t would f u r t h e r a p p e a r t h a t th e
number o f p r a c t i c e t r i a l s which i s m ost e f f e c t i v e depends
on t h e s k i l l b e in g l e a r n e d . In t h e p r e s e n t s t u d y , e x te n d e d
p r a c t i c e p e r io d s were a p p a r e n t l y o f b e n e f i t in l e a r n i n g and
r e t e n t i o n o f th e b a la n c e board and t h e l a c r o s s e s k i l l , bu t
were no t b e n e f i c i a l in l e a r n i n g and r e t e n t i o n o f th e m aze
tim e , m a z e - e r r o r s , and th e f o o t v o l l e y .
F u r t h e r i n v e s t i g a t i o n , u s in g d i f f e r e n t a p p r o a c h e s ,
o f th e l e a r n i n g o f s p o r t s - t y p e m o to r a c t i v i t i e s may le a d to
a b e t t e r u n d e r s ta n d in g o f th e r e t e n t i o n of su ch s k i l l s .
CHAPTER VI
SUMMARY, FINDINGS, AND CONCLUSION
Summary
The stu d y was d esig n ed to determ ine whether d i f
fe r e n t le n g th s o f p r a c t ic e during o r i g i n a l le a r n in g
a f f e c t e d r e t e n t i o n and r e le a r n in g of new motor s k i l l s
a f t e r a co m p a ra tiv ely sh o r t period o f n o - p r a c t ic e . The
problems o f the stu d y were to determ ine whether: ( l ) d i f
fe r e n c e s e x is t e d among t w e n t y - t r i a l , t h i r t y - t r i a l , and
f o r t y - t r i a l p r a c t ic e groups in o r i g i n a l le a r n in g and
performance o f new motor s k i l l s ; (2) d i f f e r e n c e s e x is t e d
among the th r e e p r a c t ic e groups in r e t e n t i o n o f new motor
s k i l l s ; (3) d i f f e r e n c e s e x is t e d among th e th ree p r a c t ic e
groups in r e le a r n in g of new motor s k i l l s ; (4) d i f f e r e n c e s
which might e x i s t among the th r e e p r a c t ic e groups were
c o n s is t e n t throughout the le a r n in g and r e le a r n in g p e r io d s;
and ( 5 ) d i f f e r e n c e s which might e x i s t among the th ree
p r a c t ic e groups were c o n s is t e n t f o r f i v e d i f f e r e n t ty p e s of
motor s k i l l s .
178
179
Review of r e l a t e d s t u d i e s r e v e a l t h a t few s t u d i e s
have been co nducted in which r e t e n t i o n and r e l e a r n i n g o f
th e ty p e s of a c t i v i t i e s u s u a l l y in c lu d e d in p h y s i c a l e d u c a
t i o n c u r r i c u l a have been i n v e s t i g a t e d .
F iv e n ovel motor s k i l l s were s e le c t e d f o r the
stu d y . C r it e r ia employed in s e l e c t i o n o f th e s k i l l s were:
(1) The s k i l l s should be d i f f e r e n t from s k i l l s p r e v io u s ly
learned or p r a c t ic e d ; (2) The s k i l l s should be complex
enough to be c h a lle n g in g , y e t sim ple enough t o a llo w fo r
s u c c e s s f u l perform ance; (3) The s k i l l s should be s im ila r
to s p o r ts -t y p e a c t i v i t i e s ; (4) O b jec tiv e s c o r in g of
performance o f th e s k i l l s should be p o s s i b l e ; and (5) The
s k i l l s should be d i f f e r e n t from each o th e r . The f i v e new
motor s k i l l s s e l e c t e d f o r use in the stu d y were: ( l ) Maze
tim e; (2) M aze-errors; (3) Balance board; (4) L a c r o sse ; and
(5) Foot v o l l e y .
N in e ty c o l l e g e women v o l u n t a r i l y p a r t i c i p a t e d i n
th e s tu d y . S u b j e c t s were random ly a s s ig n e d t o o r i g i n a l
l e a r n i n g p r a c t i c e gro u p s o f tw e n ty p r a c t i c e t r i a l s , t h i r t y -
p r a c t i c e t r i a l s , o r f o r t y p r a c t i c e t r i a l s . These groups
were d eterm in e d t o be e q u i v a l e n t by co m p ariso n o f i n i t i a l
p erfo rm an ce s c o r e s on a l l f i v e s k i l l s .
I n o r i g i n a l l e a r n i n g , a l l p r a c t i c e t r i a l s were
p erfo rm ed in one p r a c t i c e s e s s i o n f o r e ach s k i l l . A f t e r a
n o - p r a c t i c e p e r i o d o f from t w e n t y - s i x t o t h i r t y d a y s , a l l
s u b j e c t s p r a c t i c e d each s k i l l f o r tw e n ty t r i a l s . A g ain ,
180
a l l r e t e n t i o n and r e l e a r n i n g t r i a l s were p erfo rm ed in one
p r a c t i c e s e s s i o n f o r each s k i l l . Each p r a c t i c e t r i a l con
s i s t e d o f: one t r a c i n g from to p t o bottom f o r t h e maze
tim e and m a z e - e r r o r s ; f i f t e e n seco n d s f o r th e b a la n c e board;
f i f t e e n seco n d s f o r th e l a c r o s s e s k i l l ; and t h e number of
s u c c e s s f u l v o l l e y s w ith o u t l o s i n g c o n t r o l f o r th e f o o t
v o l l e y .
At th e b e g in n in g o f th e o r i g i n a l l e a r n i n g p r a c t i c e
s e s s i o n , th e new s k i l l s were e x p la in e d and d e m o n s tr a te d .
No i n s t r u c t i o n in any o f th e s k i l l s was g iv e n a t any tim e
d u r in g th e l e a r n i n g o r r e l e a r n i n g p r a c t i c e s e s s i o n s . Sub
j e c t s were ask ed no t t o p r a c t i c e th e s k i l l s in th e i n t e r i m
p e r io d betw een o r i g i n a l l e a r n i n g and th e r e t e n t i o n and
r e l e a r n i n g p e r i o d . I n th e r e t e n t i o n and r e l e a r n i n g p r a c
t i c e p e r i o d , an a tte m p t was made t o m o tiv a te s u b j e c t s by
a s k in g each s u b j e c t t o t r y to d u p l i c a t e h e r b e s t e f f o r t in
o r i g i n a l l e a r n i n g as many tim e s as p o s s i b l e d u r in g th e
r e l e a r n i n g p e r i o d .
The t_ -te s t f o r d i f f e r e n c e s betw een m eans, th e
P e a rs o n Product-M om ent c o r r e l a t i o n m ethod, a c o m p ariso n of
p e r c e n t a g e s , and s a v in g s s c o r e s were th e s t a t i s t i c a l t o o l s
employed i n a n a l y z i n g th e d a t a .
F in d in g s
A n a ly s is o f d a t a r e v e a l e d th e f o llo w in g m ajo r
f i n d i n g s :
l8l
1 . There were s i g n i f i c a n t d i f f e r e n c e s among
t w e n t y - t r i a l , t h i r t y - t r i a l , and f o r t y - t r i a l p r a c t ic e groups
in perform ing newly learn ed motor s k i l l s in o r i g i n a l
l e a r n i n g .
The f o r t y - t r i a l p r a c t ic e group had s i g n i f i c a n t l y
b e t t e r s c o r e s than the t w e n t y - t r i a l p r a c t ic e group on the
balance board. The f o r t y - t r i a l p r a c t ic e group a l s o had
s i g n i f i c a n t l y b e t t e r s c o r e s than the t h i r t y - t r i a l p r a c t ic e
group on the la c r o s s e s k i l l . The t w e n t y - t r i a l p r a c t ic e
group had s i g n i f i c a n t l y b e t te r sc o r e s than the t h i r t y - t r i a l
p r a c t ic e group on the fo o t v o l l e y . There were no o th er
s i g n i f i c a n t d i f f e r e n c e s among groups on o r i g i n a l le a r n in g
o f the new motor s k i l l s .
2 . There were no s i g n i f i c a n t d i f f e r e n c e s among
groups on a b so lu te r e t e n t i o n or the number of r e le a r n in g
t r i a l s n ece ssa r y to reach l e v e l s o f p r o f i c i e n c y a tta in e d
in o r i g i n a l le a r n in g .
3. A high degree of s k i l l was r e ta in e d by a l l
groups a f t e r ap p roxim ately one month of n o - p r a c t ic e .
The t w e n t y - t r i a l p r a c t ic e group r e ta in e d 86.64 per
cent o f the b e st performance on a l l s k i l l s In o r i g i n a l
le a r n in g . The t h i r t y - t r i a l p r a c t ic e group r e ta in e d 8 0 .0 5
per c e n t , w h ile th e f o r t y - t r i a l group r e ta in e d 62.97 per
c e n t . The t o t a l group r e ta in e d an average o f 76-55 Per
cent o f th e b est performance in o r i g i n a l le a r n in g on a l l
f i v e s k i l l s .
182
4 . D if f e r e n c e s e x h ib ite d among groups in o r i g i n a l
le a r n in g were a l s o e x h ib ite d in r e le a r n in g . i
On r e le a r n in g , the f o r t y - t r i a l p r a c t ic e group had
s i g n i f i c a n t l y b e t t e r s c o r e s than the t w e n t y - t r i a l p r a c t ic e
group on the balance board. The f o r t y - t r i a l p r a c t ic e group;
a l s o had s i g n i f i c a n t l y b e t t e r s c o r e s than th e t h i r t y - t r i a l
p r a c t i c e group on th e l a c r o s s e s k i l l . There were no o th e r
s i g n i f i c a n t d i f f e r e n c e s among groups on r e le a r n in g o f the
motor s k i l l s .
5. R elea rn in g to p r e v io u s ly a t ta in e d s k i l l l e v e l s
was rapid fo r a l l groups a f t e r ap p roxim ately one month o f
n o - p r a c t ic e .
When r e le a r n in g was measured by the sa v in g s m ethod,'
the f o r t y - t r i a l p r a c t ic e group saved most w ith p e r c e n ta g e s
o f sa v in g s o f 91.83 per cen t fo r a l l f i v e s k i l l s in \
r e le a r n in g to f i n a l performance in o r i g i n a l le a r n in g once j
and 82.38 per cen t f o r a l l f i v e s k i l l s in r e le a r n in g to
f i n a l performance tw ice in s u c c e s s io n .
The t h i r t y - t r i a l p r a c t ic e group had p ercen ta g es of
sa v in g s o f 89.07 per cent f o r a l l f i v e s k i l l s in r e le a r n in g
to f i n a l performance in o r ig in a l le a r n in g once and 77-13 !
I
per cent in r e le a r n in g to f i n a l performance tw ice in
s u c c e s s io n .
The t w e n t y - t r i a l p r a c t ic e group showed p ercen ta g es
o f sa v in g s of 8 6 .30 per cent fo r a l l f i v e s k i l l s in
r e le a r n in g to f i n a l performance in o r i g i n a l le a r n in g once
and 66.15 per cen t in r e le a r n in g to f i n a l performance tw ice
In s u c c e s s io n .
For a l l f i v e s k i l l s , th e t o t a l group showed p e r
cen ta g es o f s a v in g s o f 8^.50 per cen t in r e le a r n in g to
f i n a l performance in o r i g i n a l le a r n in g once and 65-55 Per
cen t in r e le a r n in g to f i n a l performance tw ic e in s u c c e s
s io n .
Values Placed on F in d in g s
A commonly accepted b e l i e f among p h y s ic a l ed u cators
i s th a t s u c c e s s f u l p a r t i c i p a t i o n in a motor a c t i v i t y
f o s t e r s continued p a r t i c i p a t i o n in th a t a c t i v i t y . Such
con tin u an ce o f performance i s b e lie v e d to c o n tr ib u te to the
t o t a l f i t n e s s o f the I n d i v i d u a l .
The r e s u l t s o f th e p resen t stu d y seem to in d ic a t e
th a t the l e v e l o f p r o f ic ie n c y r e ta in e d i s p r o p o r tio n a l to
th e l e v e l o f p r o f ic ie n c y a t ta in e d in o r i g i n a l le a r n in g .
Though i t i s r e c o g n ized th a t the p resen t stu d y was lim it e d
in th a t the motor s k i l l s s e le c t e d f o r use in v o lv ed h ig h ly
s p e c i f i c resp o n se p a t t e r n s , oth er s t u d ie s in exp erim en ta l
p sy ch o lo g y s u b s t a n t i a t e the r e s u l t s found. On t h i s b a s i s ,
an emphasis in te a c h in g motor s k i l l s should be placed on
a c q u ir in g h igh l e v e l s o f s k i l l , thus enhancing the
p r o b a b i l i t y of r e t e n t i o n and consequent p o s s i b l e use of
motor a c t i v i t i e s .
Such s k i l l l e v e l s should be a cq u ired as q u ic k ly as
184
p o s s ib le In the i n t e r e s t of economy of te a c h in g and l e a r n
ing tim e. An im portant r o le of th e te a c h e r ap p ears to be
t h a t of a c c e l e r a ti n g th e le a r n in g p ro c e ss so t h a t high
l e v e ls of p r o f ic ie n c y can be reached q u ic k ly .
C onclusion
I f the fin d in g s of t h i s i n v e s t i g a t i o n may be
g e n e r a liz e d , i t seems re a so n a b le to conclude t h a t th e le v e l
of s k i l l a t t a i n e d in i n i t i a l p e rc e p tu a l-m o to r l e a r n in g is
more in d ic a t i v e of the amount r e t a in e d th a n is th e number
of i n i t i a l p r a c t ic e t r i a l s perform ed.
S ugg estio n s f o r F u r th e r R esearch
The fin d in g s of t h i s stu d y appear to have im p lic a - ;
tio n s f o r f u r t h e r i n v e s t i g a t i o n . The fo llo w in g a re sug- j
g e s tio n s f o r f u r t h e r r e s e a rc h :
1. The s k i l l s used in t h i s stu d y were: th e maze
tim e , m a z e -e rro rs , balance board, l a c r o s s e , and fo o t
v o lle y . I t is p o s s ib le t h a t th e amounts of r e t e n t i o n
obtained would d i f f e r i f o th e r s p o r ts - ty p e motor a c t i v i t i e s
were u t i l i z e d in i n v e s t i g a t i n g r e t e n t i o n .
2. P r a c tic e p e rio d s i n th e le a r n in g of motor
s k i l l s which were d i s t r i b u t e d over a lo n g e r p e rio d of time
th a n th e p r a c t i c e time used in the p re s e n t stu d y might
a f f e c t th e u ltim a te l e v e l of p r o f i c i e n c y a t t a i n e d and the
r e t e n t i o n of t h a t p r o f ic ie n c y .
S e v era l p o s s i b i l i t i e s seem apparent. I t may be
th a t p r a c tic e p eriod s d is t r ib u t e d over one or two days
would in c r e a se the amount o f s k i l l gained and enhance
r e t e n t i o n . On the oth er hand, such a d i s t r i b u t i o n of
p r a c tic e p eriod s might r e s u l t in l e s s le a r n in g and more
f o r g e t t i n g . The th ir d p o s s i b i l i t y i s th a t the d i s t r i b u t i o n
of p r a c t ic e p eriod s might not a f f e c t l e v e l s of achievem ent
or amounts of r e t e n t io n in le a r n in g and r e le a r n in g motor
s k i l l s .
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2 6 5 -7 2 , May, 1 9 6 2 .
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6 3 . R ey n o ld s, B r a d ly , and B ilo d e a u , Ina McD. " A c q u isitio n
and R e te n tio n o f Three Psychomotor T e sts as a
F u n ctio n o f D i s t r i b u t i o n o f P r a c tic e During
A c q u is it io n ," Journal o f Experim ental P sy ch o lo g y ,
4 4 : 1 9 -2 6 , J u ly , 1952.
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P sy c h o lo g y , 3 1 :2 7 0 -8 4 , A p r il, 1940.
65* __________ • "Studies in the P sy ch o lo g y o f Memorizing
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O v erlea rn in g ," Journal o f E d u c a tio n a l P s y c h o lo g y ,
3 2 :6 8 8 -9 6 , December, 1941.
66. _________ . "Studies in the P sy ch o lo g y o f Memorizing
Piano Music: VI. A Comparison of Two Forms of
Mental R eh ea rsa l and Keyboard O v erlea rn in g ,"
Journal o f E d u c a tio n a l P s y c h o lo g y , 3 2 :5 9 3 -6 0 2 ,
November, 19^-1 •
6 7 . S a c k e t t , Robert S. "The I n flu e n c e of Symbolic
R eh earsal Upon the R e te n tio n o f a Maze H ab it,"
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A p r il, 193^.
68. _________ . "The R e la t io n s h ip Between Amount of
Sym bolic R eh ea rsa l and R e te n tio n of a Maze H a b it,"
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1935-
69- S m e ltz , John R. "R etention of Learning in High School
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1952.
71- S w i f t , Edgar J. "Memory of S k i l l f u l Movements,"
P s y c h o lo g ic a l B u l l e t i n , 3 : 1 8 5 -8 7 , June, 1906.
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B u l l e t i n , 7 : 1 7 -1 9 , January, 1910.
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June, 1933-
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Unpublished M a te r ia ls
7 8 . Baer, Reuben A lb e r t. "The R e la t io n s h ip Between Rate
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APPENDIX A
NEW SKILL PERFORMANCE SCORES ORIGINAL LEARNING
196
TABLE 2 7
BAH SCORES'-MAZE-TH
GROUP I
S u b je c t
P ractice T rials
1 2 3 4 5 6 7 8 9 1 0 1 1 1 2 1 3 1 4 1 5 1 6 1 7 1 8 1 9 2 0
1 1 0 . 0 1 0 . 2 1 0 . 9 1 1 . 4 1 2 . 5 1 2 . 4 1 3 . 6 1 3 . 4 1 3 . 5 1 1 . 7 1 2 . 0 1 4 . 1 1 0 . 2 1 1 . 5 9 . 4 1 0 . 7 1 0 . 5 1 0 . 0 9 . 3 9 . 9
2 1 3 . 8 1 0 . 5 1 1 . 0 9 . 3 1 1 . 6 1 1 . 6 1 1 . 3 1 1 . 5 1 0 . 6 1 1 . 4 8 . 0 8 . 5 9 . 1 9 . 6 9 . 9 1 0 . 1 1 0 . 5 9 . 8 9 . 9 9 . 8
3 1 0 . 0 9 . 7 9 . 4 1 0 . 2 1 0 . 4 1 0 . 5 9 . 5 1 0 . 2 1 0 . 4 1 0 . 3 9 . 2 9 . 0 9 . 9 9 . 2 1 0 , 0 1 0 . 2 1 0 . 2 9 . 4 9 , 2 1 0 . 4
4 1 3 . 9 1 1 . 2 1 2 . 6 1 1 . 4 1 2 . 1 1 0 . 1 1 0 . 9 1 0 . 8 1 2 . 4 1 3 . 5 1 2 . 9 1 1 . 6 1 2 . 7 1 2 . 8 1 3 . 9 1 1 . 4 1 1 . 8 1 1 . 4 1 1 . 2 1 1 . 0
5 1 3 . 1 9 . 2 1 1 . 2 1 2 , 6 1 1 . 1 1 2 . 7 1 1 . 5 1 1 . 6 1 1 . 0 1 1 . 5 1 2 . 3 1 4 . 3 1 4 . 3 1 1 . 8 1 2 . 0 1 1 . 1 9 . 9 9 . 9 1 0 . 2 1 0 . 8
6 1 7 . 6 1 4 . 6 1 5 . 2 1 3 . 7 1 1 . 9 1 1 . 7 1 3 . 1 1 4 . 0 7 . 8 1 2 . 6 2 4 . 4 2 1 . 1 1 6 . 7 1 7 . 6 1 3 . 3 1 0 . 2 U .l 1 2 . 5 1 1 . 5 9 . 7
1 1 5 . 3 1 4 . 5 1 2 . 6 1 0 . 9 1 0 . 5 1 0 . 9 1 0 . 3 9 . 9 1 0 . 1 1 1 . 3 1 1 . 9 1 1 . 0 1 0 . 0 1 1 . 0 1 1 . 8 1 1 . 1 1 2 . 0 1 1 . 5 9 . 0 1 0 . 3
8 1 3 . 6 1 1 . 3 1 6 . 9 1 6 . 7 1 2 . 9 1 3 . 8 1 2 . 5 9 . 4 1 0 . 1 1 0 . 6 1 1 . 2 1 1 , 9 1 1 . 1 1 1 . 2 1 0 . 4 1 1 . 4 1 0 . 0 1 1 . 4 1 0 . 0 1 2 . 4
9 1 3 . 4 1 1 . 4 1 2 . 3 1 3 . 5 1 4 . 1 1 3 , 0 1 4 . 4 1 3 . 0 1 3 . 3 1 3 . 8 1 2 , 6 1 2 . 6 1 1 . 9 1 1 . 9 1 2 . 0 1 2 . 0 1 1 . 3 1 1 . 8 1 1 . 8 1 1 . 6
1 0 1 4 . 1 1 3 . 9 1 4 , 1 1 1 . 2 1 1 . 7 1 2 . 3 1 0 . 5 1 2 . 3 1 1 , 7 1 1 . 1 1 1 . 0 1 1 . 1 1 2 . 2 1 0 . 2 1 1 . 0 1 1 . 5 1 1 . 8 1 0 . 6 1 0 . 6 1 1 . 7
1 1 1 9 . 5 1 6 . 7 1 6 . 3 1 6 . 9 1 5 . 7 1 6 . 3 1 4 , 8 1 4 . 5 1 4 . 3 1 4 . 9 1 4 . 9 1 4 . 2 1 3 . 5 1 3 . 7 1 5 . 2 1 5 . 2 1 5 , 2 1 6 . 3 1 5 . 0 1 5 . 1
1 2 1 3 . 1 1 3 . 3 1 4 . 9 1 4 . 1 1 4 . 0 1 4 . 6 1 3 . 7 1 1 . 3 1 0 . 6 1 0 . 7 1 1 . 4 1 0 . 7 1 1 . 7 1 1 . 1 1 1 . 6 1 1 . 1 1 3 . 1 1 4 . 1 1 4 . 1 1 5 . 1
1 3 1 8 . 5 1 6 . 5 1 7 . 3 1 7 . 5 1 7 . 8 1 8 . 6 1 7 . 5 1 6 , 7 1 8 . 7 1 8 . 4 1 4 . 9 1 4 . 8 1 5 . 2 1 4 . 9 1 4 . 1 1 4 . 8 1 5 , 8 1 4 . 6 1 5 . 8 1 4 , 5
1 4 1 5 . 1 1 5 . 6 1 3 . 8 1 3 . 9 1 3 . 3 1 2 . 5 1 3 . 1 1 3 . 9 1 3 . 6 1 3 . 3 1 3 . 3 1 3 . 4 1 4 . 5 1 2 . 7 1 4 . 3 1 4 . 6 1 3 . 9 1 3 . 7 1 4 . 4 1 5 . 5
1 5 1 7 . 1 1 7 . 3 1 7 . 1 1 1 . 3 1 0 . 8 1 0 . 4 1 0 . 2 1 0 . 3 9 . 4 9 . 8 9 . 7 8 . 6 8 . 2 8 . 6 8 . 2 9 . 7 9 . 9 1 0 . 2 1 0 . 2 1 0 . 9
1 6 1 0 . 7 8 . 7 9 . 3 1 1 . 0 1 0 . 8 1 0 , 2 1 0 . 4 1 0 . 9 1 0 . 9 9 . 3 1 0 . 2 1 1 . 1 8 . 9 9 . 5 9 , 5 9 , 8 9 , 1 9 , 1 9 . 8 8 . 5
1 7 1 4 . 1 1 1 . 9 1 1 . 8 1 3 . 0 1 3 . 4 1 4 . 8 1 3 . 9 1 1 . 4 1 0 , 0 1 2 . 0 1 1 . 5 1 2 , 4 1 3 . 0 1 4 . 1 1 4 . 3 1 4 . 4 1 2 . 7 1 2 . 6 1 4 . 6 1 5 . 4
1 8 1 0 . 7 1 1 . 8 1 1 . 4 1 1 . 2 1 3 . 2 1 4 . 9 1 3 . 5 1 4 . 6 1 5 . 4 1 1 . 9 1 0 . 9 1 0 . 6 9 . 1 1 1 . 9 1 0 . 5 1 1 . 8 1 0 . 0 1 1 . 6 1 1 . 2 1 1 . 0
1 9 1 8 . 5 1 9 . 7 1 4 . 0 1 4 . 9 1 5 . 7 1 4 . 8 1 3 . 3 1 2 . 1 1 1 . 6 1 2 . 6 1 3 . 7 1 1 . 5 1 1 . 4 1 0 . 7 1 0 , 6 1 0 . 5 1 0 . 6 1 1 . 7 1 2 . 1 1 1 . 4
2 0 1 5 . 9 1 8 . 1 1 8 . 3 1 4 . 4 1 4 . 8 1 3 . 9 1 0 , 9 1 2 . 6 1 3 . 2 1 3 . 5 1 2 . 0 1 3 . 0 1 3 . 2 1 2 . 5 1 1 . 9 1 1 . 7 1 1 . 1 1 0 . 7 1 1 . 2 1 1 . 1
2 1 1 5 . 0 1 0 . 3 1 0 . 5 9 . 5 1 0 . 0 8 . 9 7 . 2 9 . 5 9 . 0 8 . 1 9 . 4 1 0 . 0 9 . 7 9 . 7 9 . 4 8 . 7 8 . 3 8 . 5 7 . 6 7 . 3
2 2 1 1 . 3 1 1 . 1 1 2 . 8 1 1 . 7 1 2 . 8 1 2 . 1 1 2 . 5 1 2 . 1 1 1 . 5 1 2 . 0 1 1 . 8 1 1 . 5 1 2 , 1 1 1 . 4 1 1 . 7 1 1 . 4 1 0 . 7 1 1 . 0 1 0 . 8 1 0 . 7
2 3 1 0 . 0 1 0 . 6 9 . 8 9 . 1 1 0 . 8 9 . 7 1 1 . 6 1 0 . 1 9 . 9 1 0 . 0 1 1 . 2 1 0 . 8 9 . 7 8 . 8 9 . 1 9 . 2 1 0 . 5 1 0 . 1 8 . 8 1 0 . 0
2 4 1 4 . 6 1 4 . 9 1 3 . 9 1 3 . 5 1 3 . 7 1 2 . 3 1 3 . 2 1 3 . 0 1 1 . 5 1 2 . 2 1 2 . 4 1 2 , 0 1 1 . 4 1 0 . 2 1 0 . 7 1 2 . 4 1 1 . 6 1 1 . 3 1 2 . 7 1 1 , 3
2 5 1 3 . 8 1 3 . 5 1 5 . 4 1 4 . 1 1 1 . 7 1 3 . 9 1 2 . 3 1 2 . 3 1 3 , 6 1 1 . 8 1 1 . 4 1 2 . 2 1 1 . 7 1 0 . 7 1 1 . 0 1 0 . 5 1 0 . 6 1 0 . 0 1 1 . 9 1 1 . 9
2 6 1 2 . 4 1 3 . 6 7 . 9 9 . 1 9 . 1 9 . 1 1 0 . 0 9 . 7 8 . 5 9 . 7 1 0 . 0 1 0 . 2 9 . 1 1 0 . 6 9 . 8 1 0 . 0 1 0 . 0 1 0 . 2 9 . 0 1 0 . 1
2 7 1 2 . 1 1 7 . 6 1 7 . 7 1 6 . 2 1 5 . 4 1 6 . 4 1 5 . 2 1 4 . 8 1 6 . 6 1 6 . 4 1 6 . 0 1 3 . 3 1 3 . 1 1 3 . 6 1 3 . 6 1 3 . 1 1 3 . 8 1 3 , 0 1 4 . 7 1 2 . 8
2 8 1 0 . 0 8 , 7 7 , 8 8 , 6 8 , 6 8 . 4 1 1 , 0 1 0 . 1 1 0 . 0 9 . 0 1 1 , 9 1 1 . 8 1 0 . 4 1 0 . 2 1 0 . 1 9 . 6 9 . 3 9 . 0 1 0 , 3 1 0 . 0
2 9 1 3 . 4 1 4 . 3 1 1 . 1 1 2 . 1 1 1 . 6 1 1 . 7 1 2 . 7 1 1 . 8 1 2 . 7 1 1 . 9 1 4 . 5 1 1 , 3 1 1 . 7 1 1 . 5 1 2 . 8 1 4 . 2 9 . 5 1 1 . 2 1 0 . 8 1 2 . 6
3 0 1 6 . 3 1 7 . 5 1 3 . 9 1 5 . 7 1 3 . 3 8 . 3 1 1 . 3 1 0 . 7 1 0 . 4 1 1 . 1 1 1 . 3 1 0 . 5 1 1 . 5 8 . 8 1 0 . 3 9 . 4 1 0 . 7 1 0 . 4 9 . 4 1 1 . 9
1 9 7
TABU 28
r a w sms-mE-m
G R O U P II
P r a c t i c e T r i a l s
i 2 3 4 5 6 7 8 9 1 0 U 1 2 1 3 1 4 1 5
1 9 . 4 1 5 . 5 1 6 , 2 1 3 . 5 1 3 , 1 1 3 . 3 1 4 , 7 1 3 , 8 1 4 , 7 1 4 . 5 1 3 , 8 1 5 , 6 1 5 . 1 1 2 , 2 1 1 , 6
1 6 . 6 1 8 , 0 1 7 . 0 1 2 . 6 1 2 , 8 1 3 . 4 1 5 . 0 1 0 . 7 1 0 . 4 1 2 . 8 1 2 . 8 1 3 . 0 1 3 . 2 1 1 . 7 1 0 . 9
1 3 . 0 1 3 . 4 1 3 . 9 1 2 . 6 1 0 . 4 1 0 . 4 1 0 . 4 1 0 . 9 1 0 , 4 1 0 . 7 1 1 . 1 1 1 . 4 1 0 . 9 1 1 . 8 9 . 8
1 4 . 6 1 4 . 3 1 2 . 9 1 4 . 4 1 5 . 4 1 6 . 2 1 4 . 5 1 6 . 3 1 8 . 1 1 3 . 1 1 2 . 2 1 2 . 2 1 1 . 5 1 2 . 8 1 3 . 2
1 3 . 8 1 2 . 6 1 2 . 7 1 1 . 4 1 0 . 9 1 1 . 9 1 2 , 8 1 2 . 1 1 2 , 0 1 4 , 0 1 3 . 9 1 3 . 6 1 3 . 0 1 2 . 4 1 1 , 3
2 0 . 9 1 9 . 2 1 9 . 5 1 7 . 4 1 6 . 4 1 4 . 8 1 5 . 6 1 4 . 7 1 4 . 3 1 3 , 0 1 4 , 6 1 4 . 8 1 3 . 7 1 3 . 7 1 3 , 0
1 3 . 6 1 6 . 4 1 5 . 8 1 3 , 9 1 3 , 9 1 4 . 0 1 2 . 6 1 1 . 9 1 2 . 1 1 0 , 8 1 1 . 3 1 4 . 9 1 3 . 0 1 2 . 5 1 4 . 6
1 3 . 5 1 2 . 3 1 3 . 7 1 2 . 9 1 2 . 3 1 2 , 2 1 1 . 2 1 1 . 3 1 0 . 5 1 0 . 4 1 0 . 0 1 0 . 7 1 0 . 4 1 1 , 8 1 1 , 6
1 7 . 1 1 6 . 9 2 3 . 1 1 8 . 2 1 8 . 4 1 4 . 0 1 3 . 1 1 4 . 9 1 5 . 9 1 5 . 1 1 2 . 6 1 3 , 7 1 4 . 4 1 4 . 2 1 5 . 6
1 2 . 4 1 2 . 4 1 3 . 0 1 2 . 9 1 3 . 7 1 2 . 6 1 3 . 6 8 . 9 1 1 , 2 1 0 , 5 1 0 . 4 1 1 . 4 1 1 . 2 1 0 . 0 9 . 9
1 5 . 2 1 4 . 1 1 3 . 0 1 2 . 5 1 4 . 0 1 3 , 0 1 2 . 9 1 2 . 7 1 1 . 8 1 2 . 4 1 3 , 1 1 4 . 0 1 3 . 2 1 4 , 3 1 3 , 6
1 6 . 9 1 4 . 4 1 3 . 2 1 2 . 6 1 1 . 4 1 1 . 0 1 1 . 7 1 2 . 0 1 0 . 5 1 1 . 3 1 0 . 5 1 0 . 0 9 , 0 8 . 7 8 . 5
1 0 . 9 9 . 3 1 0 . 0 1 0 . 0 9 , 3 9 . 8 1 1 . 4 1 0 . 5 1 0 . 1 1 1 , 5 1 0 . 4 1 1 . 6 1 1 , 3 1 1 . 2 1 0 . 8
1 7 . 6 2 2 . 5 2 0 . 8 1 4 . 3 1 3 , 6 1 3 . 9 1 2 , 9 1 4 . 0 1 5 . 2 1 5 . 1 1 4 , 7 1 6 . 6 1 6 . 9 1 4 . 3 1 6 . 4
1 4 . 6 1 0 . 5 1 0 . 5 1 1 . 0 9 , 6 1 1 . 4 1 0 , 8 1 1 . 0 1 1 . 5 1 1 , 6 1 1 . 3 1 0 . 7 1 1 , 4 1 1 . 9 1 1 . 7
1 7 . 5 1 9 . 7 1 8 . 6 1 4 . 8 1 5 , 1 1 7 . 5 1 8 . 0 1 4 . 7 1 5 . 5 1 6 , 0 1 5 . 7 1 8 , 6 1 6 . 1 1 0 . 8 1 6 . 3
1 1 , 8 1 1 . 2 1 4 , 7 1 4 . 0 1 2 . 3 1 0 . 7 1 1 . 6 1 2 , 3 1 2 . 0 1 2 . 2 1 2 . 1 1 0 , 8 1 1 , 1 1 0 . 8 1 1 , 5
1 4 . 3 1 5 . 7 1 5 . 7 1 5 . 9 9 , 4 9 . 8 8 . 6 1 1 . 7 9 . 4 7 . 5 1 4 . 1 1 2 . 4 1 1 . 9 1 0 . 6 8 , 9
1 2 . 1 1 1 . 5 1 2 . 6 9 . 7 1 1 , 8 1 1 . 1 1 2 . 2 1 3 , 0 1 3 . 8 1 2 . 6 9 . 3 9 . 1 1 1 . 6 1 1 . 2 1 3 . 5
1 4 . 1 1 5 . 8 1 4 . 0 1 3 . 4 1 1 . 9 1 1 . 8 1 1 . 4 1 3 . 1 1 1 . 3 1 1 . 9 1 2 . 1 1 2 . 1 1 1 . 4 1 1 . 5 1 0 . 8
1 1 . 9 1 5 . 5 1 7 . 3 1 1 . 9 1 2 , 8 1 1 . 2 1 2 . 1 1 1 . 5 9 . 8 9 . 5 9 , 3 1 0 , 5 1 1 . 8 1 0 . 5 1 1 . 1
1 7 . 1 1 7 , 1 1 8 . 3 1 4 . 2 1 4 , 8 1 4 , 9 1 3 . 0 1 2 . 9 1 2 , 8 1 2 . 0 1 1 . 1 1 1 . 1 1 3 , 1 1 2 . 3 1 1 , 3
1 9 . 1 1 4 . 1 1 4 . 0 1 3 . 9 1 3 . 3 1 4 . 5 1 1 . 9 1 2 . 3 1 4 . 0 1 1 . 4 1 1 . 9 1 1 . 6 1 1 . 8 1 1 . 2 1 0 . 8
9 . 7 1 2 . 1 1 1 . 8 1 3 , 3 1 3 . 2 1 2 . 7 1 2 , 6 1 1 . 4 1 3 . 3 1 4 . 7 1 4 . 1 1 4 . 3 1 3 . 2 1 3 . 9 1 2 . 3
1 3 . 0 1 4 . 0 1 4 . 8 1 2 . 6 1 2 . 9 1 4 . 5 1 4 . 4 1 4 . 5 1 4 . 0 1 3 . 8 1 3 . 0 1 1 . 6 1 1 . 7 1 1 . 3 1 2 . 2
1 3 . 6 1 2 . 8 1 3 . 0 1 3 . 8 1 0 . 5 1 1 . 3 1 2 . 2 1 1 . 1 1 0 . 0 1 0 , 2 1 0 , 2 1 1 , 2 1 1 . 3 1 0 . 6 1 1 , 2
1 5 . 0 1 3 . 6 1 3 . 8 1 3 . 1 1 2 , 8 1 3 . 4 1 4 . 6 1 3 . 1 1 1 . 6 1 0 , 8 1 1 . 6 9 . 8 9 . 2 1 1 , 1 1 2 . 1
2 1 . 5 1 9 . 9 2 1 . 1 1 9 . 5 1 8 , 5 2 1 . 2 1 7 . 2 1 7 . 5 1 7 . 3 1 7 . 6 1 9 . 2 1 6 . 8 1 5 . 3 1 6 . 3 1 6 . 1
1 2 . 5 1 5 . 1 1 3 . 4 1 2 . 6 1 1 , 6 1 1 . 8 1 0 , 5 1 1 . 2 9 . 0 1 1 , 1 1 0 , 2 1 1 . 0 1 0 . 0 9 . 7 1 0 , 2
1 2 , 9 1 0 . 0 1 1 . 6 1 2 . 1 1 2 . 5 1 0 . 6 1 0 . 5 1 0 . 5 1 0 , 4 1 0 . 4 1 0 . 2 1 0 . 3 9 . 8 1 0 . 0 1 0 , 0
1 9 8
TABLE 2 8 - - C o n t l n u e d
P r a c t i c e T r i a l s
1 6 1 7 1 8 1 9 2 0 2 1 2 2 2 3 2 6 2 5 2 6 2 1 2 8 2 9 3 0
1 3 . 0 1 3 . 2 1 1 . 7 1 1 . 3 1 2 . 4 1 2 . 7 1 2 . 8 1 2 . 7 9 . 7 9 . 7 1 1 , 0 1 0 , 8 1 0 . 4 1 1 . 9 1 1 , 5
1 2 . 6 1 2 . 2 1 1 . 8 1 1 . 4 9 . 3 1 1 , 8 1 2 , 9 1 1 . 6 1 1 . 1 1 3 . 3 1 0 . 1 1 0 . 8 1 0 . 8 1 0 , 7 1 0 . 3
1 0 . 7 1 2 . 6 1 1 . 4 1 0 . 8 1 0 . 8 1 0 . 1 1 0 . 8 1 0 , 5 1 0 , 6 1 0 , 1 9 . 4 9 . 4 1 0 . 7 1 0 , 6 9 . 8
1 3 . 3 1 5 . 1 1 3 , 4 1 3 . 2 1 0 . 5 1 1 , 4 1 2 . 6 1 2 , 1 1 4 . 0 1 5 , 2 1 2 , 6 1 3 . 1 1 4 . 8 1 2 , 5 1 2 . 9
1 1 . 1 1 0 . 5 1 1 . 4 1 2 . 2 1 1 . 1 1 4 . 4 1 4 . 5 1 4 . 7 1 6 . 5 9 . 2 9 . 2 8 , 6 8 . 5 1 0 . 7 8 , 2
1 2 . 6 1 4 . 0 1 3 , 7 1 3 . 6 1 2 . 9 1 3 . 5 1 3 . 9 1 1 . 9 1 1 , 4 1 3 , 2 1 2 , 0 1 3 , 2 1 3 , 7 ' 1 3 , 3 1 2 , 0
1 3 . 4 1 2 . 2 1 2 . 7 1 1 . 2 1 2 . 6 1 2 , 7 1 4 , 4 1 3 . 6 1 3 . 3 1 4 , 8 1 6 , 2 1 2 . 6 1 3 . 2 1 3 , 5 1 2 . 5
1 1 . 5 1 0 . 4 1 1 . 0 1 1 . 5 1 1 , 6 1 1 , 4 1 1 , 5 1 0 . 2 1 0 . 4 1 1 . 3 1 1 . 8 1 2 , 6 1 1 . 4 1 1 , 5 1 2 . 1
1 6 . 9 1 0 . 6 9 . 9 9 . 9 9 , 1 8 . 3 8 . 0 9 . 4 9 , 9 1 1 . 8 1 1 . 4 1 2 . 0 1 2 , 9 1 2 . 9 1 4 . 2
1 0 . 9 1 0 . 7 1 0 , 5 1 2 . 9 1 0 , 2 1 0 . 5 1 2 . 7 1 1 . 8 1 3 . 2 1 0 , 3 1 0 . 0 8 , 8 8 . 5 1 0 , 6 1 0 , 7
1 3 . 2 1 1 . 7 1 2 . 8 1 3 . 4 1 3 . 0 1 1 . 2 1 2 . 9 1 2 . 2 1 3 . 3 1 2 . 5 1 2 , 6 1 1 , 6 1 3 . 1 1 2 , 4 1 3 , 5
8 . 7 8 , 7 8 . 5 7 . 6 7 , 8 9 . 3 9 , 0 8 . 4 8 , 1 8 . 3 8 . 0 8 . 9 9 , 3 9 , 8 9 . 1
9 . 9 1 0 . 1 1 0 . 5 1 2 . 8 1 2 . 0 1 3 . 8 1 3 . 0 1 0 . 5 9 . 6 1 0 . 7 1 0 . 2 1 0 , 8 1 0 . 0 1 0 , 2 1 0 , 1
1 2 . 4 1 2 . 3 1 3 . 9 1 3 . 6 1 4 . 5 1 6 . 2 1 6 . 9 1 6 . 7 1 4 . 9 1 6 . 7 1 5 . 5 1 5 . 8 1 4 . 8 1 5 . 6 1 4 , 9
1 1 . 5 1 2 . 0 1 0 . 8 1 0 . 5 1 1 , 1 9 . 7 9 . 9 1 0 . 0 9 . 8 1 0 . 7 1 0 . 1 1 0 . 4 1 0 . 6 1 0 , 2 1 0 . 5
1 5 . 8 1 4 . 6 1 3 . 8 1 3 . 1 1 4 , 6 1 4 . 7 1 3 . 2 1 2 , 5 1 4 . 5 1 4 . 8 1 2 . 8 1 2 . 2 1 3 . 1 1 2 , 9 1 3 , 6
1 4 . 4 1 1 . 3 1 0 . 0 1 0 . 5 1 1 , 6 1 1 . 7 1 2 . 4 1 1 . 2 1 1 . 0 1 1 . 8 1 1 . 3 9 . 9 9 . 6 1 0 , 6 1 0 , 7
1 2 , 5 1 0 . 3 1 4 . 0 1 3 . 6 8 . 4 1 0 , 8 9 . 2 1 1 . 5 1 0 . 4 1 1 . 5 1 0 . 3 7 , 1 1 5 . 2 1 0 , 0 7 . 3
1 1 . 2 1 1 . 1 9 . 2 1 0 . 1 8 . 4 1 3 , 5 1 3 . 0 1 2 , 3 1 2 . 0 1 1 , 9 1 2 . 1 1 1 . 4 1 0 . 5 1 1 . 5 1 1 , 8
1 2 . 1 1 2 . 3 1 1 , 5 1 1 . 2 1 1 . 4 1 0 . 2 1 0 . 5 1 0 . 6 1 1 . 1 1 1 . 2 1 1 . 9 1 1 . 2 9 . 7 1 0 , 7 1 0 . 7
1 1 . 4 1 1 . 0 1 2 . 0 9 . 5 9 . 6 9 . 2 9 . 6 1 1 , 8 1 0 , 5 1 0 . 7 1 1 . 7 1 0 . 9 8 , 4 8 , 4 9 . 2
1 0 . 5 1 0 . 7 1 0 . 7 1 1 . 6 1 1 . 7 1 0 . 7 1 2 . 5 1 4 . 7 1 3 . 3 1 2 , 7 1 2 . 7 1 4 . 5 1 7 , 2 1 3 , 3 1 3 , 0
1 1 , 3 1 1 . 3 1 1 , 7 1 0 . 9 9 . 5 1 1 . 1 1 1 . 2 1 2 . 0 1 1 . 7 1 2 . 7 1 0 . 8 1 1 . 2 1 2 , 5 1 2 , 0 1 2 , 4
1 4 . 2 1 4 . 5 1 4 . 3 1 4 . 4 1 1 . 2 1 0 . 4 1 2 , 5 1 1 . 1 1 0 . 7 1 0 . 6 1 2 . 8 1 0 . 9 1 1 . 0 1 2 . 4 1 1 . 4
1 0 . 8 1 2 . 6 1 2 . 3 1 1 . 4 1 1 , 9 1 2 . 6 1 2 . 3 1 1 . 3 1 1 . 0 1 0 , 9 1 1 . 2 1 2 . 0 1 1 . 5 1 0 , 6 9 . 9
1 1 . 5 1 1 . 5 1 1 . 4 1 0 , 4 1 0 , 4 1 0 , 3 1 0 , 5 1 1 . 7 1 1 , 0 9 . 6 8 , 3 1 1 . 2 1 1 , 4 9 . 1 1 1 . 0
1 0 . 4 1 1 . 4 1 3 . 0 1 0 . 4 1 0 . 5 1 2 . 1 1 2 . 0 1 1 , 4 1 0 , 7 1 0 , 8 9 , 7 1 0 . 5 1 1 . 2 1 1 . 5 1 1 , 7
1 6 . 2 1 5 . 2 1 2 . 1 1 1 . 5 1 4 . 0 1 4 . 9 1 4 . 4 1 3 . 3 1 4 . 0 1 5 . 8 1 3 . 8 1 2 . 0 1 1 . 4 1 0 . 9 1 1 , 8
9 . 8 8 . 8 9 . 6 1 0 . 4 1 0 . 2 1 0 . 9 1 2 . 3 1 1 . 4 1 3 . 0 1 2 , 1 1 2 . 4 1 0 . 4 9 , 7 1 1 , 0 9 . 2
1 0 . 3 9 . 8 1 0 . 1 1 0 . 0 1 0 , 1 1 0 , 7 9 . 4 8 . 6 9 . 0 8 . 5 9 . 0 8 . 2 9 . 0 8 . 9 9 . 0
6 5
66
6 7
68
6 9
7 0
7 1
7 2
7 3
7 4
7 5
7 6
7 7
7 8
7 9
8 0
8 1
8 2
8 3
8 4
8 5
86
8 7
88
8 9
9 0
TABLE 29
BAH SC0RES--HA2E-TIME
GBOVf III
Practice Trials
1 2 3 4 5 6 7 8 9 1 0 1 1 1 2 1 3 1 4 1 5 1 6
2 1 . 5 2 0 , 3 1 7 . 0 1 7 . 4 1 5 . 9 1 7 . 3 1 6 , 7 1 4 . 7 1 4 , 7 1 4 . 9 1 3 . 6 1 5 , 9 1 7 . 8 1 4 . 5 1 6 . 3 1 4 . 2
1 6 . 2 1 1 . 7 1 3 . 1 1 1 , 0 1 1 . 0 1 2 . 5 1 3 . 1 1 2 . 3 1 1 , 9 1 0 . 9 1 0 . 8 1 1 . 4 1 2 , 0 1 0 . 9 1 2 . 2 1 3 . 0
1 4 . 7 1 4 . 6 1 4 . 0 1 3 . 1 1 3 . 0 1 3 . 5 1 1 . 8 1 2 . 6 1 1 . 9 1 0 . 7 1 0 . 8 9 . 6 1 1 . 5 1 2 . 2 1 2 . 6 1 1 . 4
1 4 . 4 1 2 . 9 1 3 . 4 1 3 . 4 1 2 . 4 1 4 . 1 1 1 . 4 1 1 . 7 1 3 . 7 1 4 . 2 1 1 . 3 1 0 . 8 9 . 5 9 . 0 9 , 2 9 . 5
1 2 . 1 1 3 . 4 1 3 . 5 1 4 . 1 1 3 . 0 1 2 . 8 1 3 . 2 1 2 . 7 1 2 . 1 1 2 . 0 1 2 . 7 1 3 , 9 1 4 . 0 1 3 . 0 1 2 , 7 1 4 . 2
1 5 . 8 1 2 . 9 1 3 . 5 1 2 , 6 1 2 , 3 1 3 . 6 1 4 , 6 1 4 , 4 1 3 , 0 1 2 , 0 1 1 , 8 1 0 , 4 1 1 . 0 1 0 . 8 1 0 . 9 1 0 , 0
1 3 , 8 1 3 . 5 1 3 . 5 1 4 . 7 1 3 , 7 1 2 , 2 1 1 . 7 1 2 . 2 1 2 . 0 9 . 8 1 1 . 7 1 1 . 8 1 1 . 6 1 1 . 2 1 1 . 6 9 . 5
2 5 . 1 1 8 . 6 1 9 . 3 1 4 . 4 1 7 , 1 1 5 . 1 1 9 , 3 1 9 . 8 2 0 . 7 2 0 . 1 1 9 . 9 1 5 . 7 1 7 . 6 1 6 . 9 1 6 , 2 1 7 . 4
1 6 . 3 1 6 . 3 1 5 . 2 1 4 . 6 1 1 . 4 1 2 . 6 1 2 , 2 1 2 . 3 1 2 . 1 1 1 . 1 1 1 . 6 1 2 . 4 1 1 . 8 1 2 . 2 1 0 . 7 1 1 . 4
2 4 . 2 2 0 . 8 2 3 . 2 2 3 . 1 1 9 . 2 1 7 , 3 1 6 . 6 1 8 . 5 1 5 . 9 1 6 . 0 1 6 . 8 1 9 . 2 1 6 . 5 1 7 . 6 1 6 , 6 1 6 . 2
1 6 . 4 1 4 . 4 1 5 . 5 1 3 . 7 1 3 . 5 1 4 . 7 1 5 . 4 1 3 . 7 1 4 , 7 1 4 . 9 1 4 . 6 1 5 , 9 1 3 . 0 1 2 . 0 1 2 . 0 1 2 . 9
1 6 . 7 1 6 . 9 1 5 . 8 1 3 . 5 1 4 . 2 1 5 , 1 1 4 . 5 1 5 . 7 1 4 , 6 1 1 . 6 1 3 . 3 1 2 . 8 1 3 . 4 1 3 . 5 1 3 . 8 1 3 . 1
1 8 . 9 2 1 . 1 1 7 . 8 1 9 . 3 1 5 . 8 1 2 . 6 1 8 . 6 1 8 . 4 1 6 . 4 1 9 . 6 1 6 , 9 1 6 . 2 1 5 , 2 1 4 . 9 1 4 . 3 1 5 . 2
6 . 6 7 . 6 8 . 6 8 . 6 8 , 2 8 , 8 9 . 2 9 . 4 9 , 4 9 , 7 8 , 2 9 . 8 1 0 . 0 1 0 , 7 1 0 . 0 1 1 . 0
1 9 . 2 1 7 . 8 1 7 , 1 1 6 , 7 1 6 . 4 1 5 . 3 1 4 . 5 1 6 . 2 1 6 . 4 1 2 . 4 1 2 , 0 1 4 . 1 1 4 . 4 1 2 . 4 1 1 . 9 1 1 . 9
1 3 . 3 9 . 9 8 . 5 7 . 9 8 . 4 8 . 8 8 . 4 7 . 6 8 . 2 9 , 0 9 . 4 9 , 1 8 . 8 8 , 8 7 . 6 8 . 0
8 . 5 9 . 6 1 0 . 6 1 0 . 8 9 , 6 1 0 . 8 1 0 . 4 9 . 7 1 1 . 2 9 . 3 8 . 8 8 . 9 9 . 8 1 0 , 1 9 . 7 8 . 5
1 3 . 0 1 2 . 8 1 2 . 3 1 2 . 1 1 2 , 1 1 1 . 4 1 0 . 9 1 0 . 4 1 0 . 2 1 0 . 4 1 0 . 6 1 1 , 3 1 0 . 7 1 1 . 0 1 0 . 2 9 . 9
1 2 . 6 1 1 . 7 1 2 . 4 1 2 . 9 1 1 . 1 1 2 , 4 1 2 . 6 1 4 . 5 1 1 . 1 1 0 . 8 1 1 . 1 1 0 . 2 1 0 , 8 1 1 . 2 1 1 . 1 1 0 , 5
1 8 . 8 1 9 . 5 1 4 . 7 1 7 . 0 1 5 , 5 1 4 . 9 1 5 . 2 1 6 . 4 1 8 . 1 1 6 . 2 1 6 . 8 1 5 . 8 1 7 . 1 1 6 . 7 1 5 , 2 1 4 . 9
6 . 5 7 . 8 8 . 7 8 . 6 8 . 3 9 . 5 1 1 . 3 1 1 . 4 1 1 . 5 1 1 . 6 1 4 . 0 1 4 , 2 1 3 . 3 1 5 . 0 1 6 , 2 1 4 , 9
1 1 . 5 1 2 , 4 1 6 , 0 1 1 . 0 1 1 , 0 1 1 . 4 1 2 . 3 1 0 , 2 1 1 , 4 8 . 0 1 3 . 3 9 , 5 9 . 0 9 . 5 1 1 . 2 8 . 9
1 2 . 5 1 4 . 5 1 4 . 2 1 3 . 0 1 5 . 4 1 3 . 6 1 4 . 9 1 3 , 0 1 3 . 4 1 2 . 5 1 2 . 7 1 3 . 5 1 3 . 1 1 3 . 6 1 3 . 4 1 3 , 2
1 4 . 1 1 2 . 5 1 1 . 1 1 1 . 0 1 1 . 5 1 0 , 8 1 0 . 3 1 1 , 3 1 1 , 4 6 . 5 8 . 6 9 . 6 8 . 9 1 2 , 0 1 3 . 7 1 1 . 9
1 2 . 3 1 5 . 1 1 2 . 5 1 2 . 6 1 3 . 7 1 2 . 8 1 1 . 8 1 2 . 9 1 1 . 7 1 2 . 0 1 1 . 1 1 4 . 8 1 0 . 8 1 3 . 3 1 3 . 0 1 2 . 1
1 0 . 4 1 1 . 0 1 1 . 6 1 0 . 8 1 1 . 5 1 1 . 3 1 1 . 1 1 0 . 7 9 . 5 1 0 , 0 8 . 9 9 . 0 9 . 4 9 , 6 9 . 9 9 . 3
1 5 . 1 1 1 . 3 1 4 . 7 1 3 . 4 1 2 , 2 1 1 . 9 1 1 . 5 1 2 , 0 1 1 . 8 1 1 . 8 1 2 . 1 1 0 . 3 1 1 . 6 1 2 , 2 1 2 . 1 1 0 . 6
1 2 . 9 1 2 , 0 1 2 . 3 1 1 . 2 1 3 . 2 1 3 , 5 1 2 . 6 1 3 , 0 1 3 . 4 1 3 . 3 1 2 . 6 1 3 . 8 1 4 . 0 1 4 , 8 1 3 . 6 1 5 . 0
1 6 . 7 1 5 . 4 1 5 . 4 1 5 . 0 1 2 . 8 1 3 . 6 1 3 . 9 1 3 . 5 1 2 . 7 1 2 . 7 1 3 . 2 1 1 . 3 1 3 . 6 1 3 , 3 1 3 . 9 1 4 , 9
1 1 . 1 1 2 . 5 1 1 . 5 1 2 . 7 1 4 , 6 1 0 . 9 1 1 . 8 1 0 . 6 1 2 . 4 1 0 . 5 1 1 . 2 1 1 . 1 1 0 . 4 1 1 . 4 1 0 . 8 1 0 . 7
2 0 0
T a b l e 2 9 - C o n t l n u e d
P r a c t i c e T r i a l s
S u b j e c t
2 1 2 2 2 3 2 4 2 5 2 6 2 7 2 8 2 9 3 0 3 1 3 2 3 3 3 4 3 5 3 6 3 7 3 8 3 9 4 0
6 1 1 4 . 4 1 3 . 3 1 3 . 1 1 2 . 1 1 3 . 0 1 4 , 7 1 4 . 2 1 1 . 6 1 3 . 5 1 4 . 2 1 3 . 5 1 3 . 5 1 3 . 0 1 2 . 6 1 2 . 6 1 3 . 6 1 1 . 3 1 0 . 7 1 2 . 0 1 3 . 5
6 2 1 0 . 5 1 1 . 4 1 1 . 2 9 . 8 1 1 . 2 1 1 , 0 1 1 . 7 1 0 . 3 1 2 . 3 1 2 , 0 1 1 . 3 9 . 0 1 1 . 5 1 2 . 4 1 1 . 5 8 . 6 9 . 9 1 0 . 2 1 0 . 0 1 1 . 3
6 3 1 1 . 2 1 1 . 7 1 1 . 9 1 2 , 6 1 3 . 2 1 3 , 6 1 1 . 6 1 1 . 7 1 0 . 2 1 1 . 3 1 0 . 3 1 0 . 9 1 2 . 7 1 1 . 6 9 . 8 1 0 . 1 1 0 . 4 9 , 6 9 . 1 9 . 4
6 4 1 0 . 6 1 2 . 4 9 . 8 1 0 . 2 1 0 . 1 1 1 . 1 1 1 . 1 9 . 3 1 0 . 0 1 2 . 3 1 0 . 9 1 0 . 5 1 0 . 4 1 0 . 1 9 . 9 1 1 . 5 1 0 . 1 8 . 8 8 . 0 9 . 0
6 5 1 1 . 3 1 1 . 6 1 0 . 8 1 0 . 6 1 0 . 5 1 0 , 9 1 1 . 1 1 1 , 9 1 1 . 3 1 0 . 8 1 2 . 3 1 0 . 3 1 1 . 4 1 1 , 4 1 0 , 5 1 2 . 0 1 2 . 1 1 2 , 3 1 1 . 1 1 0 . 5
6 6 1 2 . 3 1 1 . 1 1 1 , 5 1 1 . 5 1 2 . 0 1 0 , 8 1 1 . 8 1 0 . 9 1 0 . 0 1 0 . 0 1 0 . 2 1 0 . 8 1 1 . 9 1 1 . 2 9 , 4 1 0 . 1 1 0 . 6 1 0 , 5 1 1 . 2 1 0 . 6
6 7 9 . 3 8 , 1 8 . 3 8 . 0 8 . 5 8 , 9 8 . 3 7 . 5 7 . 7 9 . 3 9 . 2 9 . 3 9 . 2 9 . 4 9 , 2 9 . 4 9 . 4 7 . 8 8 . 0 8 . 0
6 8 1 4 . 0 1 6 . 8 1 7 . 6 1 6 . 0 1 4 . 0 1 5 . 1 1 5 . 4 1 3 . 4 1 5 . 6 1 2 , 9 1 4 . 9 1 4 . 2 1 6 . 0 1 3 . 4 1 2 . 8 1 3 . 3 1 3 . 8 1 2 , 5 1 1 . 6 1 1 , 5
6 9 1 0 . 7 1 0 , 7 1 0 . 8 1 0 . 7 1 0 . 5 1 2 , 1 1 0 . 7 1 0 . 4 1 0 . 9 1 0 . 3 1 0 . 9 9 . 9 9 . 2 1 0 . 7 1 1 . 5 1 0 . 0 1 1 . 7 1 0 . 8 1 1 . 5 1 0 . 3
7 0 1 4 . 9 1 4 . 0 1 5 . 0 1 6 . 5 1 5 . 8 1 6 . 6 1 5 . 8 1 5 . 3 1 4 . 8 1 5 . 1 1 7 . 0 1 7 . 5 1 4 . 4 1 5 . 4 1 4 , 5 1 3 . 0 1 3 . 3 1 5 . 2 1 3 . 3 1 3 . 9
7 1 1 2 . 2 1 1 . 1 1 0 . 8 1 1 . 4 1 0 . 6 9 . 9 1 1 . 1 1 0 . 9 1 2 . 2 1 2 . 0 1 1 . 5 1 3 . 0 1 2 , 7 1 4 . 0 1 2 . 6 1 3 . 5 1 1 . 8 1 3 . 0 1 1 . 0 1 0 . 1
7 2 1 4 . 0 1 3 . 2 1 2 . 0 1 3 . 0 1 2 . 6 1 3 . 1 1 2 . 0 1 1 . 2 1 1 . 2 9 . 8 1 0 . 4 1 0 . 4 9 . 8 1 0 . 2 9 . 0 9 . 3 1 0 . 7 1 0 . 0 9 , 9 1 0 . 5
7 3 1 4 . 7 1 4 . 5 1 3 . 5 1 4 . 2 1 3 . 0 1 4 . 8 1 5 , 3 1 4 , 5 1 5 . 0 1 6 . 5 1 7 . 3 1 8 . 0 1 5 , 6 1 5 . 2 1 5 . 0 1 3 . 9 1 5 . 4 1 5 . 6 1 5 , 2 1 5 . 6
7 4 9 . 0 1 0 . 1 9 . 9 9 . 6 1 0 . 7 1 1 . 5 1 0 . 4 1 0 . 4 9 . 2 1 1 . 0 1 0 . 1 1 0 . 5 1 0 , 5 1 0 . 5 1 0 . 1 9 . 4 9 . 9 1 0 . 7 9 . 9 1 0 . 8
7 5 1 1 . 2 1 3 . 0 1 2 . 1 9 . 7 1 3 . 0 1 1 , 8 1 3 . 1 1 2 . 7 1 3 . 1 1 3 . 8 1 2 . 5 1 2 . 4 1 1 . 1 1 1 . 3 1 2 . 2 1 2 . 2 1 2 . 1 1 1 . 6 1 0 , 8 1 3 . 4
7 6 7 . 7 7 . 2 7 . 5 7 . 2 7 . 3 7 . 5 7 . 6 7 . 8 7 . 9 7 . 5 7 . 6 8 . 3 8 , 1 7 . 8 7 . 1 6 . 4 6 .7 8 . 2 7 . 9 7 . 2
7 7 9 . 7 9 . 5 9 . 4 9 . 3 8 . 9 8 . 7 1 0 . 3 1 0 . 2 9 . 9 8 . 8 8 . 2 8 . 5 8 . 8 9 . 9 8 . 2 8 . 0 8 . 7 9 . 7 9 . 5 1 0 . 1
7 8 1 0 . 0 1 1 . 2 1 1 . 0 1 1 , 7 1 0 . 6 1 0 . 5 9 . 9 1 0 . 0 1 0 . 5 9 , 5 9 , 6 1 0 . 2 9 . 5 1 0 . 0 9 . 8 9 . 1 9 . 8 9 . 9 1 0 . 0 1 0 . 0
7 9 1 1 . 4 1 0 . 4 1 1 . 4 1 0 . 7 9 . 8 9 , 3 8 . 9 1 0 . 2 1 0 . 5 1 0 . 6 1 0 . 4 1 0 . 5 9 . 9 9 . 8 1 0 . 0 9 . 3 1 0 . 0 8 . 8 8 . 8 1 0 . 5
8 0 1 5 . 8 1 4 . 9 1 5 . 4 1 4 . 4 1 4 . 2 1 3 . 4 1 4 . 8 1 4 . 3 1 3 . 6 1 4 . 8 1 5 . 2 1 4 . 3 1 4 . 1 1 4 . 5 1 2 . 3 1 3 . 0 1 3 . 0 1 4 . 1 1 2 . 9 1 2 . 9
8 1 1 4 . 2 1 4 . 5 1 3 . 8 1 6 . 0 1 4 . 9 1 4 . 5 1 3 , 0 1 4 , 0 1 4 . 0 1 6 . 0 1 4 . 1 1 5 . 2 1 7 . 1 1 3 . 6 1 3 . 6 1 2 . 0 9 . 2 1 1 . 5 1 2 . 5 1 1 . 1
8 2 8 . 2 1 0 . 2 9 . 6 9 . 6 9 . 4 1 2 . 3 7 . 4 8 . 3 9 . 3 8 . 5 7 . 8 8 . 7 8 . 0 8 . 7 8 . 0 7 . 3 8 . 8 8 . 2 1 1 . 5 9 . 2
8 3 1 2 . 9 1 2 . 3 1 1 . 2 1 1 . 4 1 1 . 7 1 1 . 0 1 2 . 5 1 1 . 8 1 1 . 4 1 1 . 5 1 1 . 1 1 1 . 6 1 0 . 9 1 1 . 6 1 2 . 2 1 0 . 8 1 0 . 6 1 1 . 1 1 1 . 6 1 2 , 0
8 4 1 7 . 1 1 5 . 0 2 0 . 4 1 6 . 5 1 7 . 8 5 . 2 1 4 . 0 1 3 . 7 1 4 . 3 1 1 . 0 1 0 . 7 1 3 . 0 1 0 . 0 1 1 . 2 1 0 . 8 1 1 . 0 9 , 3 1 0 . 3 1 2 , 5 1 1 , 7
8 5 9 . 4 9 . 8 9 . 0 1 0 . 2 1 0 . 8 1 0 , 1 9 . 6 1 0 . 6 1 0 . 9 1 1 . 1 1 1 . 0 1 1 . 9 1 1 . 6 1 2 . 1 1 1 . 9 1 1 . 8 1 0 , 6 1 0 . 8 1 1 , 4 1 1 . 8
8 6 8 . 9 9 . 3 9 . 2 9 . 5 1 0 . 5 1 1 . 3 1 0 . 0 1 0 , 6 1 0 . 8 9 . 2 9 . 3 9 . 5 1 0 . 5 1 0 . 8 9 . 4 9 , 4 9 . 7 9 . 2 9 , 5 9 , 4
8 7 1 0 . 2 1 1 . 4 1 0 . 5 1 0 . 3 1 0 . 8 1 0 , 6 1 1 , 0 1 0 , 2 1 0 . 4 1 0 . 3 1 0 . 7 1 0 . 5 9 . 7 1 0 . 7 1 1 . 7 1 1 . 6 1 0 . 7 1 0 . 5 1 0 . 4 1 1 . 0
8 8 1 0 . 8 1 2 , 1 1 0 . 1 1 1 . 5 1 0 . 5 1 0 , 4 1 0 . 6 1 0 . 9 1 0 . 9 1 0 . 5 1 0 . 7 1 0 . 5 1 0 . 6 1 0 . 5 1 0 . 9 1 0 , 3 1 0 . 6 1 0 , 5 1 1 . 7 1 0 , 0
8 9 1 3 . 0 1 2 . 0 1 0 . 7 1 1 . 1 1 1 . 2 1 0 , 8 1 1 . 8 1 3 . 4 1 4 . 1 1 2 . 4 1 2 . 5 1 1 . 9 1 1 . 3 1 0 . 9 1 1 . 7 1 1 . 6 1 1 . 7 1 1 . 2 1 1 . 8 1 0 . 3
9 0 1 0 . 2 1 0 . 4 1 1 . 0 9 . 4 9 . 7 1 0 , 8 1 0 . 1 9 . 5 1 0 . 0 9 . 5 9 . 6 1 0 . 6 9 . 9 9 . 9 9 . 7 1 0 . 1 9 . 7 1 0 . 0 9 . 6 8 . 6
4
5
6
7
8
9
1 0
1 1
1 2
1 3
1 4
1 5
1 5
1 7
1 8
1 9
2 0
2 1
2 2
2 3
2 4
2 5
2 6
2 7
2 8
2 9
3 0
9
9
2 0
1 0
7
7
8
1 8
3
1 0
1 1
1 3
9
7
5
1 5
1 0
9
1 3
2 1
8
7
9
5
1 2
8
1 2
TABLE 30
R A H S C 0 R E S - - M A Z M R R 0 R S
G R O U P I
P r a c t i c e T r i a l s
1 2 3 4 5 6 7 8 9 1 0 1 1 1 2 1 3 1 4 1 5 1 6
1 3 1 0 1 0 8 6 4 6 2 3 7 8 2 9 6 7 7
5 1 0 8 1 8 9 1 0 1 2 1 2 1 1 4 1 1 1 8 8 1 5 9 1 0
1 6 1 2 1 1 1 4 1 1 1 4 1 0 1 1 1 0 1 2 1 2 8 1 1 1 0 8 1 2
5 1 6 7 1 1 4 1 2 1 1 1 5 1 0 1 0 9 1 0 5 7 6 1 7
9 9 1 5 6 1 3 1 0 1 0 7 1 1 1 5 8 1 2 9 1 0 9 9
1 2 9 7 9 1 3 1 2 1 3 1 0 2 5 1 5 1 3 9 6 1 1 1 3
5 6 5 8 1 1 4 1 0 1 2 1 7 6 4 4 7 7 5 8
1 3 6 6 5 9 6 4 8 9 9 1 0 6 5 3 5 3
1 7 1 1 2 2 1 6 1 4 1 1 2 0 1 6 9 1 3 1 4 9 1 0 9 9 9
1 2 7 7 8 1 0 6 6 1 2 3 3 6 6 9 7 9 1 2
1 2 1 2 1 2 1 2 9 1 1 9 1 6 8 1 7 1 1 1 0 7 1 6 1 4 1 3
1 1 5 4 1 0 4 4 3 3 5 7 1 3 2 2 3 8
8 1 2 1 1 1 7 6 9 1 1 1 5 1 3 8 1 2 1 3 1 1 1 3 1 3 1 4
1 0 1 5 1 2 1 4 1 4 1 2 1 6 1 6 1 8 1 0 1 3 1 0 1 6 8 1 2 1 2
9 8 4 1 7 1 2 1 3 1 3 U 1 2 1 5 1 2 1 5 1 1 1 6 1 9 1 0
9 1 2 1 4 1 7 1 0 7 1 4 1 6 1 1 9 1 1 1 1 1 3 7 1 0 1 2
1 3 1 3 1 1 1 7 1 3 1 2 5 1 3 1 4 9 1 7 8 7 1 3 4 4
9 9 5 1 0 1 2 5 6 1 2 6 1 4 8 9 1 2 8 9 8
7 5 1 0 1 3 1 4 1 0 1 2 6 5 1 3 7 9 1 0 1 1 1 1 1 0
1 7 9 7 1 5 1 5 1 9 1 0 1 4 1 3 1 4 1 2 9 1 1 1 2 1 0 1 4
1 2 1 2 1 1 1 1 1 4 1 1 1 6 1 0 1 5 1 4 2 0 1 5 1 6 1 7 1 6 1 8
1 7 1 9 1 4 1 5 1 9 9 1 3 9 1 3 9 1 2 1 5 1 6 1 4 9 9
1 6 1 5 1 2 2 2 1 5 1 5 1 4 1 3 2 0 1 4 1 5 1 9 1 3 1 3 1 4 1 6
1 6 1 2 8 1 0 1 4 8 1 3 1 2 7 1 5 1 2 1 0 9 1 5 1 7 1 3
7 1 9 1 0 1 0 1 3 1 2 1 3 1 9 1 8 1 2 1 5 1 3 1 3 1 4 1 7 1 4
5 6 1 4 1 3 1 1 1 3 1 1 8 9 1 5 8 7 1 1 5 1 2 9
8 8 7 1 3 9 1 1 6 1 3 7 7 7 8 1 1 9 1 2 8
1 7 1 9 2 0 1 6 1 6 1 7 1 6 1 3 1 7 1 3 1 4 1 3 1 5 1 9 1 4 1 3
1 1 6 9 6 9 9 8 1 2 4 1 1 7 1 3 9 4 1 0 4
6 6 7 6 9 2 0 1 1 9 1 2 1 4 8 1 2 1 2 1 3 6 1 6
2 0 2
TABLE 31
R A W S C O R E S - * M A Z E * T I M E
G R O U P II
P r a c t i c e T r i a l s
S u b j e c t
I 2 3 4 5 6 7 8 9 1 0 1 2 1 3 1 4 1 5 1 6 1 7 1 8 1 9 2 0 2 2 2 3 2 4 2 5 2 6 2 7 2 8 2 9 3 0
3 1 6 1 0 6 1 1 1 0 6 1 1 7 1 0 4 9 6 8 1 2 1 4 4 1 3 1 3 7 8 1 4 1 4 1 2 8 1 6 1 5 1 2 1 1
3 2 1 5 4 7 1 5 1 4 8 8 1 0 1 2 1 4 1 2 1 1 9 9 1 1 1 3 1 4 6 9 1 1 9 1 0 9 1 1 1 7 1 0 1 3 1 1
3 3 8 1 0 6 8 1 2 7 9 1 1 1 0 7 6 1 0 7 6 7 1 3 4 3 8 8 1 2 8 7 7 6 1 1 9 5
3 4 1 1 1 2 7 8 1 0 6 8 1 2 8 1 3 1 5 1 6 1 4 1 1 1 9 1 0 1 1 7 1 7 7 1 8 5 8 1 6 1 6 4 6 2
3 5 1 4 2 0 1 7 1 2 1 8 1 2 1 2 1 3 1 8 1 0 1 6 1 1 8 7 1 4 7 1 9 1 2 7 1 5 8 6 1 2 2 4 2 0 2 2 1 0 2 3
3 6 1 2 8 1 0 1 4 1 2 1 0 1 1 1 6 6 1 2 5 1 3 1 3 7 1 2 1 3 1 3 1 4 9 1 2 1 2 1 6 7 5 1 1 7 1 3 1 0
3 7 1 1 1 4 1 1 1 1 1 0 8 1 4 9 1 0 1 4 1 4 1 1 1 1 1 6 1 5 1 8 1 2 1 1 1 9 1 4 1 2 1 5 1 0 8 1 2 6 1 2 6
3 8 1 1 1 3 8 1 0 1 1 1 0 ' 1 7 8 1 2 1 1 1 8 1 7 1 2 1 1 1 1 1 6 1 6 1 1 1 1 5 8 1 2 1 1 1 1 8 1 6 8 1 4
3 3 1 7 1 6 1 7 8 1 4 1 1 1 4 8 2 0 8 9 1 1 7 7 1 3 1 2 1 1 1 6 2 2 1 5 1 7 9 1 1 7 7 7 1 2
4 0 1 9 1 6 1 1 1 5 1 3 1 2 1 1 1 2 6 1 3 8 1 2 9 8 6 1 2 1 2 6 3 1 2 1 1 3 4 7 7 9 1 3 9
4 1 8 8 7 1 2 5 1 0 5 8 1 4 6 4 9 1 0 4 3 1 1 1 0 9 2 8 6 8 4 3 1 4 6 1 0 3
4 2 4 4 3 3 4 7 9 6 8 3 5 6 4 6 1 3 1 2 4 5 1 2 4 5 4 4 7 9 5 3 2
4 3 1 6 1 4 1 7 1 2 1 1 1 9 1 1 9 1 3 7 1 0 9 1 0 7 1 0 1 6 1 8 1 5 1 0 9 1 6 5 2 1 5 9 9 7
4 4 1 7 1 4 1 4 1 7 2 0 1 4 1 3 1 5 1 8 1 9 1 4 2 0 1 7 1 3 1 6 1 5 9 6 1 0 1 8 1 2 1 7 9 1 4 1 4 1 6 1 2 1 7
4 5 9 1 0 1 3 1 1 1 0 1 5 6 7 1 0 1 0 8 1 0 7 9 9 9 9 1 0 9 5 6 9 9 7 6 8 5 1 3
4 6 1 2 1 2 1 2 1 6 1 7 8 1 9 1 2 9 1 1 9 9 1 0 6 1 3 1 2 1 2 1 4 8 9 8 1 3 1 4 1 3 8 1 2 1 1 1 3
4 7 1 1 1 9 8 1 1 1 2 1 0 1 7 1 6 9 1 0 1 2 1 5 1 6 8 7 1 1 8 1 5 9 8 6 1 4 9 6 1 1 1 2 9
4 8 8 8 8 2 1 5 1 3 1 7 7 1 8 3 0 1 5 8 1 1 1 9 1 0 1 0 1 2 9 2 0 2 2 1 3 9 8 1 0 2 6 3 1 5 1 7
4 9 1 6 2 6 1 6 1 7 2 4 1 4 1 7 1 5 1 7 1 6 2 5 1 5 1 9 1 7 1 7 1 3 1 4 1 6 1 5 1 2 1 2 1 4 1 4 8 1 2 1 6 1 1 1 2
5 0 1 3 7 1 1 4 5 6 1 5 1 2 9 1 4 1 3 7 1 1 1 6 1 2 1 4 1 2 1 1 1 2 1 6 1 3 1 1 1 2 1 7 7 1 2 7 1 1
5 1 1 3 1 2 3 1 0 5 7 1 4 7 1 0 1 0 1 1 1 3 8 8 9 7 4 9 1 3 1 1 4 1 2 1 1 6 6 1 3 1 1 1 2
5 2 1 9 1 5 7 1 6 1 8 1 2 9 1 5 1 4 1 1 1 9 1 2 1 0 9 1 3 2 0 1 7 1 3 2 2 1 7 1 2 1 2 1 2 1 7 1 6 1 2 1 1 1 3
5 3 1 3 1 2 1 0 1 0 1 5 9 1 1 9 1 2 1 4 1 0 1 0 9 1 5 8 1 0 1 1 1 3 1 5 1 8 1 0 1 2 7 8 1 3 1 2 9 1 5
5 4 1 9 1 3 1 6 1 8 1 2 1 2 1 3 1 1 1 4 1 3 1 0 8 1 2 1 0 9 7 1 0 1 0 1 2 9 4 9 1 4 6 8 1 2 8 8
5 5 1 5 1 2 1 4 6 6 1 1 8 1 6 1 0 7 1 2 8 1 3 6 1 4 1 5 7 8 1 2 7 1 1 1 2 7 1 3 1 0 1 0 7 9
5 6 8 1 0 1 1 6 1 1 7 9 4 1 0 7 1 0 5 1 1 1 1 8 1 2 1 0 6 9 7 1 3 6 6 It 9 6 1 1 9
5 7 1 5 1 4 1 4 8 9 9 8 7 1 0 1 1 1 2 1 7 1 3 1 4 1 1 1 4 8 9 8 1 3 9 1 2 1 3 8 1 0 1 3 9 1 5
5 8 1 5 1 2 1 0 9 1 4 7 1 3 1 1 2 2 1 6 7 4 7 9 2 6 1 2 1 7 8 8 7 9 1 1 6 5 3 1 1 5
5 9 1 2 1 0 9 3 1 4 7 9 1 2 1 1 1 2 8 9 9 1 4 8 1 2 7 8 1 4 1 0 1 5 1 3 1 1 7 8 6 1 0 9
6 0 1 0 1 6 1 5 1 1 1 2 1 1 7 1 1 7 6 6 1 3 4 1 0 9 1 0 1 3 7 6 1 0 7 7 8 6 9 1 2 8 6
6 5
6 6
6 7
6 8
6 9
7 0
7 1
7 2
7 3
7 4
7 5
7 6
7 7
7 8
7 9
8 0
8 1
8 2
8 3
8 4
8 5
8 6
8 7
8 8
8 9
9 0
3
8
1 1
1 1
9
6
1 2
4
9
4
1 3
9
1 2
9
9
1 1
1 2
1 5
1 3
8
1 2
1 2
1 2
8
1 1
9
8
1 1
TABLE 32
BAH S C 0R E S --M A Z H R R 0R S
GRODP I I I
P r a c t i c e T r i a l s
2 3 4 5 6 7 8 9 1 0 1 2 1 3 1 4 1 5 1 6 1 7
7 1 4 1 0 1 1 1 4 1 3 9 1 0 1 0 1 7 6 1 3 1 2 1 2 1 3
1 1 1 4 1 5 7 1 7 1 4 1 0 1 0 1 3 1 1 1 0 9 1 1 1 0 1 0
1 1 1 5 1 1 1 4 1 4 1 4 1 6 1 4 1 4 1 5 1 7 1 2 1 4 3 1 2
1 0 9 8 1 0 3 1 2 1 4 7 4 5 7 8 7 1 4 6
1 1 1 8 4 8 6 1 2 8 1 3 3 1 4 7 6 5 8 1 0
6 1 2 1 1 1 2 1 0 1 2 1 3 7 5 1 1 1 3 1 2 1 1 7 1 1
1 1 1 0 6 5 9 5 6 5 9 9 7 1 1 2 8 4
1 1 5 6 9 1 8 6 1 0 8 7 1 0 7 4 8 1 1 7
1 1 7 7 1 3 6 1 5 8 7 1 3 9 1 3 6 1 5 8 1 3
6 7 6 9 6 9 7 9 7 1 1 1 0 8 1 1 6 6
1 1 5 1 2 9 1 2 1 0 1 6 1 4 1 0 1 0 1 1 9 9 1 3 9
1 1 1 6 7 1 4 1 1 1 6 1 1 2 8 1 0 9 1 1 1 2 9 1 1
7 1 2 1 1 1 2 1 6 1 1 1 7 1 4 9 1 2 1 2 9 7 6 7
1 9 1 7 2 0 1 7 1 8 1 3 1 5 1 5 2 0 1 5 1 0 1 1 8 1 1 1 1
7 1 3 6 3 5 9 7 2 1 3 1 1 6 1 5 1 4 1 2 6
1 6 8 9 1 1 8 6 1 1 1 1 7 1 0 9 7 9 1 3 5
1 2 1 0 7 7 1 1 8 6 4 4 1 1 9 8 5 7 1 2
1 3 1 2 1 0 9 1 2 1 3 1 3 1 0 1 3 1 5 1 0 7 1 2 1 5 2 0
5 1 5 7 1 1 1 2 1 3 9 1 1 1 3 1 3 1 8 9 1 4 3 1 4
7 1 3 9 6 1 2 1 1 1 5 1 1 1 3 1 3 1 3 1 1 1 4 1 1 1 1
2 6 2 6 2 2 2 0 2 5 1 7 2 4 1 7 2 2 1 1 1 8 1 7 1 4 5 1 6
1 2 6 1 0 1 3 5 6 1 1 9 8 1 1 9 8 8 8 1 2
1 7 7 1 1 1 1 1 5 1 1 9 9 1 3 1 1 1 7 9 9 1 0 9
1 3 1 3 1 0 8 1 2 2 1 1 3 1 6 2 8 1 5 1 6 1 0 6 1 0 1 7
1 1 1 5 9 9 1 1 1 0 7 7 8 9 9 1 2 8 9 1 2
1 2 8 7 8 7 1 1 2 1 1 9 8 1 1 7 1 1 1 0 1 2
1 8 1 1 7 1 0 1 3 1 1 6 8 7 1 5 1 1 9 7 1 2 1 2
1 1 9 8 1 2 7 8 1 1 1 3 8 1 2 1 1 1 1 6 7 6
1 1 1 2 1 0 7 8 9 1 3 1 1 1 0 2 3 8 1 4 1 5 1 0 7
1 0 7 9 7 1 4 1 2 8 1 3 1 3 9 1 0 1 0 1 1 1 2 9
6 5
6 6
6 7
6 9
6 9
7 0
7 1
7 2
7 3
7 4
7 5
7 6
7 7
7 8
7 9
8 0
8 1
8 2
8 3
8 4
8 5
8 6
8 7
8 8
8 9
9 0
1 0
8
2
9
7
5
7
1 1
9
1 6
1 1
1 4
1 1
8
6
1 0
6
1 5
7
1 6
7
1 2
1 2
9
9
7
3
9
1 3
TABLE 3 2 - C o n t l n u e d
P r a c t i c e T r ia ls
2 1 2 2 2 3 2 4 2 5 2 6 2 7 2 8 2 9 3 0 3 1 3 2 3 3 3 4 3 5 3 6 3 7
5 1 4 1 1 1 2 1 6 1 3 8 9 1 0 1 7 1 3 1 0 5 8 1 1 1 1 1 0
1 2 1 4 1 1 1 7 9 1 0 1 0 1 6 8 5 1 2 8 1 0 7 5 9 1 7
9 1 0 9 7 1 7 6 7 8 7 1 5 1 3 1 0 9 6 6 1 0 9
1 3 5 8 8 5 9 6 1 2 6 6 8 3 7 5 4 2 6 5
1 1 6 8 6 1 0 8 7 1 1 6 8 9 2 1 1 1 1 1 4 1 3 8
1 7 4 9 1 1 1 1 1 1 1 4 7 1 0 9 9 1 4 8 8 9 1 0 1 5
1 0 1 0 9 1 0 1 0 7 6 5 1 2 1 4 9 1 3 8 1 3 9 7 8
1 4 7 8 3 7 9 8 8 5 5 1 1 1 1 7 9 8 6 8
1 1 1 6 7 1 6 1 3 1 2 7 1 0 1 0 9 1 4 8 1 3 1 5 1 0 1 2 1 2
6 8 1 1 1 4 6 8 7 1 4 4 1 1 2 6 5 6 7 6 9
8 9 1 0 1 1 7 2 4 9 1 4 6 1 4 1 7 1 0 1 1 4 1 1 1 1 1 0
1 2 4 1 1 8 1 1 8 8 8 8 1 1 1 0 1 0 1 1 4 8 6 8
1 1 6 8 1 1 9 1 5 9 1 1 1 7 1 2 1 8 3 9 8 1 7 1 0 1 2
1 3 1 5 1 0 1 1 1 4 1 3 8 1 3 8 9 8 1 1 1 1 1 1 9 1 2 1 4
1 0 1 4 9 1 5 1 2 5 1 4 1 4 7 1 2 5 1 1 9 1 4 1 0 9 1 3
7 7 7 9 8 8 9 1 0 9 1 0 9 9 8 8 7 1 2 1 0
1 1 1 1 4 7 1 0 8 8 8 3 1 4 1 2 9 1 3 1 0 6 1 0 1 1
1 5 1 2 1 1 7 9 6 7 6 1 2 1 1 9 1 3 8 1 6 1 3 7 1 6
1 2 1 0 1 1 1 2 1 0 1 3 9 1 1 1 1 1 4 1 2 1 1 8 1 1 1 1 1 1 1 1
1 0 9 9 8 7 1 0 1 0 7 8 1 4 1 3 7 6 7 1 0 9 7
1 1 1 6 1 6 1 2 1 0 9 1 1 1 3 1 6 1 3 1 0 1 2 9 7 1 1 4 1 6
1 5 4 7 5 8 5 6 9 9 8 9 5 1 0 1 1 6 1 0 4
7 7 1 2 7 1 0 1 0 1 0 9 8 1 0 7 6 6 1 3 9 7 3
3 1 1 0 7 4 2 9 8 1 0 5 1 1 9 1 3 1 0 4 1 3 1 5 1 1
1 3 1 1 1 2 1 4 1 3 1 4 8 1 3 1 1 1 2 1 4 1 7 1 2 8 1 1 3 1 1
8 5 8 1 3 1 1 2 8 7 4 1 0 4 1 4 6 7 7 6 9
8 1 6 6 7 1 1 7 6 1 1 1 1 9 1 3 7 1 2 1 2 2 0 6 1 1
1 0 1 0 6 9 4 5 5 9 7 6 8 7 6 1 0 1 2 9 6
6 1 2 1 5 9 1 0 1 4 2 0 1 1 1 0 4 1 2 1 1 8 9 9 9 1 0
1 0 1 0 1 2 1 3 8 1 2 1 1 1 1 9 8 1 4 9 1 0 1 0 1 0 1 1 7
2 0 5
T A B U E 3 3
R A M S C O R E S - B A I M E B O A R D
G R O U P I
P r a c t i c e T r ia ls
S u b j e c t
1 2 3 4 5 6 7 8 9 1 0 1 1 1 2 1 3 1 5 1 6 1 7 1 8 2 0
1 4 6 5 4 4 1 1 2 0 4 6 1 1 2 2 1 1 0
2 4 4 2 3 4 4 2 3 2 2 4 2 3 2 2 1 2 1
3 4 6 7 6 5 5 6 5 4 4 4 5 4 5 5 3 4 3
4 3 6 3 2 1 2 4 5 3 3 4 5 3 2 3 4 4
5 2 3 2 1 1 1 1 2 1 0 0 0 1 0 1 1
6 5 7 6 4 4 5 4 5 4 7 5 4 6 5 4 5 4 5
1 3 4 3 3 4 1 4 1 1 2 1 2 2 1 0 1 2
8 6 5 4 2 2 3 3 4 3 4 5 6 6 6 4 5 4 5
9 3 1 1 0 0 1 0 1 1 1 1 0 0
1 0 4 7 4 5 5 5 4 3 3 2 2 0 4 2 3 1 1
1 1 8 7 5 6 6 5 7 5 3 5 4 5 6 6 5 4 4 5
1 2 3 2 1 0 4 1 1 2 2 1 1 1 4 0 0
1 3 3 5 4 4 3 7 1 1 1 2 1 0 0 0 1 2 1
1 4 2 2 2 2 4 4 3 3 2 1 5 3 2 0 7 1 3 3
1 5 5 7 8 6 6 5 5 6 6 5 5 5 5 3 5 6 5 4
1 6 6 5 4 6 3 4 4 4 3 3 2 3 3 2 5 5 3 3
1 7 0 0 0 1 0 0 0 0 0
1 8 4 3 6 5 2 2 2 1 5 4 1 1 5 5 0 2 3 3
1 9 4 5 4 4 5 5 5 5 3 6 6 4 4 4 5 6 5 4
2 0 5 4 5 7 5 3 4 2 5 5 3 6 4 3 4 4 4 2
2 1 9 5 7 7 5 5 7 5 6 5 7 7 7 6 5 6 5
2 2 4 4 7 4 6 5 5 5 5 5 5 6 4 4 5 5 2 2
2 3 5 6 6 4 3 5 5 5 6 6 5 6 4 3 6 5 4 4
2 4 4 4 4 4 3 5 4 2 3 2 1 4 2 2 1 2
2 5 6 5 5 6 4 3 4 3 2 1 4 5 2 1 0 3 3 1
2 6 4 6 5 4 5 3 4 3 2 4 1 2 2 4 2
2 7 5 3 6 5 5 5 5 4 5 4 3 3 1 3 3 2 3 2
2 8 4 3 4 6 6 8 4 4 2 5 4 3 4 6 4 6 5 3
2 9 5 3 2 4 4 3 4 4 3 3 0 1 2 1 2 3 3 3
3 0 4 4 3 1 2 2 3 1 2 2 1 0 2 2 1 0 1 0
3 5
3 6
3 7
3 8
3 9
4 0
4 1
4 2
4 3
4 4
4 5
4 6
4 7
4 8
4 9
5 0
5 1
5 2
5 3
5 4
5 5
5 6
5 7
5 8
5 9
6 0
2 0 6
B B S
M
3
3
0
1
0
3
2
3
2
2
0
0
4
4
1
2
5
1
0
0
1
0
5
0
3
0
0
1
0
2
TABLE 34
R A W S C O R E S - - B A L A K C E B O A R D
G R O U P II
P r a c t i c e T r i a l s
1 2 3 4 5 6 7 9 1 0 1 1 1 2 1 3 1 4 1 5 1 6 1 7 1 8 1 9 2 0 2 1 2 2 2 3 2 4
3 1 1 3 1 1 2 6 2 3 1 4 3
4 2 3 4 3 3 1 3 3 3 4 4 3
0 0 0 0
3 2 3 3 2 3 1 0 2 1 0 0 1
3 4 4 4 1 3 1 1 2 1 2 1 0
7 5 5 6 5 5 4 6 5 4 5 3
6 7 5 2 3 5 4 1 7 3 6 4 3
7 7 7 8 4 6 5 7 3 3 4 4 6
3 4 5 3 5 5 5 2 4 4 4 3 4
6 6 7 6 6 4 3 5 5 5 4 5 5
0 2 0 2 5 3 2 2 4 3 0 1 3
3 5 5 4 5 5 4 4 5 3 4 5 5
2 1 3 3 5 1 0 4 2 1 3 1
4 3 5 4 4 4 4 6 5 5 5 6 4
5 4 2 3 2 2 2 1 2 1 2 1 3
6 7 7 5 3 3 4 6 4 5 4 2 4
4 5 4 5 5 3 5 6 5 4 4 5 3
3 0 0 1 1 1 1 1 1 0 1 0 2
0 0 1 0
2 1 3 0 2 0 2 2 5 1 2 1 1
1 2 1 1 1 0 1 1 1 2 1 1 1
0 2 2 1 1 2 2 2 2 0 3 1 1
4 4 4 3 2 4 3 2 2 2 0 3 2
4 3 4 2 5 2 1 2 2 1 2 2 2
3 5 4 5 3 5 5 2 3 3 3 3 4
0 4 1 1 0 0 2 0 2 0 1 1 1
2 4 5 3 3 4 5 0 3 1 2 0 2
5 5 2 3 6 3 1 2 2 2 0 0 3
2 2 1 0 0 1 0 1 0 3 0 0 1
5 4 5 3 4 3 4 3 3 2 1 3 4
6
5
5
5
7
6
5
6
6
4
4
4
3
5
0
2
3
4
1
4
4
5
4
6
4
4
4
6 1
6 2
6 3
6 4
6 5
6 6
6 ?
6 8
6 9
7 0
7 1
7 2
7 3
7 4
7 5
7 6
7 7
7 8
7 9
8 0
8 1
8 2
8 3
8 4
8 5
8 6
8 7
8 8
8 9
9 0
207
2 0
6
0
0
2
4
4
2
0
2
0
0
1
3
2
1
2
6
0
4
3
2
0
3
0
5
1
6
0
5
2
TABLE 35
RAH SCORES-BALANCE BOARD
GROUP I I I
P r a c t i c e T r ia ls
1 2 3 4 6 7 1 0 1 1 1 2 1 3 1 4 1 5 1 6 1 7
6 1
6 2
6 3
6 4
6 5
6 6
6 ?
6 8
6 9
7 0
7 1
7 2
7 3
7 4
7 5
7 6
7 7
7 8
7 9
8 0
8 1
8 2
8 3
8 4
8 5
8 6
208
40
2
0
0
1
1
4
1
0
0
0
0
0
4
1
2
2
2
1
3
1
0
2
0
0
0
3
0
4
0
I M 3 5 - C o n t l n u e d
Practice Trials
2 1 2 2 2 2 4 2 5 2 6 2 7 2 8 2 9 3 0 3 1 3 2 3 3 3 4 3 5 3 6
5 4
0 2
2 3
2 3
5 4
5 5
5
2 1
3 4
3 2
4 2
5 5
0 0
0 0
4 0
4 3
0 0
1 0
3 3
2 1
5 6
4 2
0 3
3 4
0 0
4 3
3 2
2 3
3 4
3 2
0 0
3 2
4 2
3 4
2 2 3 3
3 3
1 1
3 4
1
2
3
4
5
6
7
8
9
1 0
1 1
1 2
1 3
1 4
1 5
1 6
1 7
1 8
1 9
2 0
2 1
2 2
2 3
2 4
2 5
2 6
2 7
2 8
2 9
3 0
2 0 9
TABLE 36
RAH SCORES-LACROSSE
GROUP I
P r a c t i c e T r i a l s
3 4 9 1 0 1 1 1 2 1 3 1 4 1 5 1 6 1 7 1 8 1 9 2 0
3 2
3 3
1 1 1 2 2 2 4 0 4 1 1 0 1 2
3 3 2 2 3 5 3 2 4 4 2 2 5 4
1 0 0 1 3 2 0 3 1 2 2 1 2 3
1 1 0 2 1 0 1 0 1 2 2 3 2 2
4 6 5 5 5 5 8 6 3 6 3 6 2 4
3 1 0 1 1 0 2 3 0 3 2 0 2 1
4 3 4 3 1 4 3 5 0 3 4 4 4 5
3 1 2 3 2 2 4 3 5 4 2 3 3 4
1 1 1 4 2 3 4 4 2 2 2 2 1 4
2 4 3 0 3 1 4 1 1 2 4 3 5
0 0 1 0 2 0 0 0 0 0 0 1 1
4 5 5 8 4 7 6 3 7 6 6 4 3 4
0 0 0 0 2 4 0 1 0 4 2 1 3 0
2 2 4 1 3 4 5 3 4 5 1 3 3 2
1 0 1 1 1 0 1 0 0 1 2 0 0
2 2 1 2 2 1 2 3 2 2 1 1 2 5
3 2 3 3 3 4 3 4 3 0 2 4 2 3
3 2 2 2 5 2 2 1 4 4 1 4 1 3
1 1 2 1 1 2 1 0 2 2 2 1 1 3
1 0 0 0 0 0 1 2 0 1 1 0 1 2
0 0 0 0 0 0 0 0 0 0 0
1 0 1 1 0 2 1 0 1 2 1 1 2 0
3 5 2 3 1 2 2 2 2 3 4 4 2 4
1 0 0 0 0 0 0 0 1 1 2
0 1 1 2 2 0 1 2 2 4 2 3 1 3
2 3 3 3 4 1 3 2 1 5 2 4 4 5
3 4 4 5 0 4 4 5 3 4 3 1 2 4
1 4 4 2 1 5 1 4 2 3 4 1 4 5
5 1 1 3 1 2 3 3 3 3 2 3 3 2
3 3 3 3 3 4 3 0 3 3 3 2 3 3
2 1 0
TABLE 37
RAM SC O RES--U CRO SSE
GROUP I I
Subject
1 2 3 A 5
Practice Trials
7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
0 0 0
0 0 2
1 1 0
3 3 1
3 2 2
2 0 1
1 1 0
0 0 0
0 1
1 1 2 2 1
2 1
14 4 1 1 2
2 1 3 2 3 3
2 2 3 3 3 2 4 3 1
3
3
5
1 1 1
0 1
1 0
0 2
2 2
1 1
2 0 0
1 2
1 0
1 2
1 0
1 3
1
0 10 12 3
60
3 0
1 1
3 1
0 1
1 3
1 3
1 0
2 0
0 3
1 2
2 3
1 2
3 1 6
1 1 0
3 2 2 1 3 1 3 1 0
1 0 0 0 0 0 0 0 0
2 12 1 1 0 12 2
0 0 3 0 0 0 1 1 1
3 5 3 6 2 2 3 5 5
1 0 0 1 0 2 3 3 3
2 1 0 3 3 2 5 3 0
2 1 0 0 0 0 0 0 0
2 2 3 0 4 3 2 1 3
0 0 0 0 2 1 1 1 0
1 2 0 3 2 1 3 1 2
2 3 2 3 1 1 2 4 4
3 3 1 4 3 2 1 2 5
1 2 0 2 0 1
4 3 3 6 2 2 3 3 5
4 2 2 2 1 2 2 1 0
12 0 10
0 0 1 0 0
3
2
5
1 1 2
2 1 1 0
1 0 0 2
2 1 0 0 0 0 0 0 1
3 1 2 1 4 2 3 0 2
1 2 2 0 0 3 0 3 2
1 2 2 3 3 3 2 0 2
1 1 0 1 0 1 2 2 0
2 0 2 0 4 3 2 3 4
2 1 1
0 1 1
1 3 4
2 1 4
5 0 5
0 1 1
5 2 3
2 5 4
1 1 2
3 3 4
0 0 0
1 2 4
1 0 0
1 3 1
4 0 1
3 5 3
2 1 3
1 1 6
2 3 2
2 3 2
4 3 2
4 3 1
1 2 2
3 2 2
2 3 4
0 0 1
2 4 0
3 2 4
3 3 1
1 0 0
0 4 0
1 1 1
0 2 2
0 1 2
4 2 3
2 2 0
2 2 3
1 0 0
4 2 4
2 3 2
4 4 4
4 5 2
6 4 1
1 2 2
2 0 3
2 2 3
2 1 2
4 3 2
2 2 3
1 4 1
2 0 2
3 1 4
0 1 1 0
1 1 0 0
2 2 2 2
5 0 11
2 2 3 2
2 0 0 1
2 3 2 1
1 0 0 1
2 1 1 1
2 2 3 3
3 2 2 4
2 2 14
4 12 2
0 0 0 0
4 2 2 5
1 1 1 3
2 6 4 5
2 2 4 2
4 5 3 4
2 2 1 3
5 4 5 3
3 5 1 0
2 2 2 2
3 1 1 0
0 0 0 0
4 3 3 1
2 2 4 2
3 3 2 2
1 3 0 1
1 4 6 4
6 4
6 5
6 6
6 7
6 8
6 9
7 0
7 1
7 2
7 3
7 4
7 5
7 6
7 7
7 8
7 9
8 0
8 1
8 2
8 3
8 4
8 5
8 6
8 7
8 8
8 9
9 0
2 1 1
2 0
3
4
0
2
0
1
2
1
5
5
1
1
1
4
4
4
2
4
3
2
0
2
2
1
2
2
2
3
2
2
TABLE 3 8
RAH SCORES-LACROSSE
GROOP I I I
P r a c t i c e T r ia ls
2 3 5 6 1 0 1 1 1 2 1 3 1 4 1 5 1 6 1 7
5 5
1 3
2 3
3 3
2 2
2 3
3 3
1 1
2 3
2 3
4 2
1 2 1 0 1 0 2 3 3
3 1 3 3 3 2 5 1 2
1 2 1 3 0 3 2 1 0
4 1 1 2 2 0 2
0 1 2 0 0 2 2 1
3 1 2 3 1 0 0 1 0
2 0 4 4 4 2 4 3 5
0 2 0 2 3 4 0 3 1
4 0 5 3 2 3 2 5 3
1 6 1 5 8 1 4 4 4
0 0 2 1 1 2 1 2 1
0 0 2 1 1 1 0
2 1 0 1 3 3 1 2 2
4 4 2 4 2 3 2 1 3
1 3 1 4 3 4 7 1 6
3 1 3 4 4 4 6 5 3
2 0 3 1 4 3 3 2 3
2 2 2 3 2 3 2 2 2
4 4 3 5 2 1 5 5 5
3 0 2 1 0 4 2 4 2
1 1 2 2 2 0 1 2
3 4 2 4 1 3 1 4 2
0 1 0 2 3 1 2 3 1
4 3 2 4 4 4 3 3 5
3 0 1 3 2 2 2
0 2 0 1 2 2 3 3 4
3 2 5 1 1 3 5 5 2
4 3 2 5 3
2 4 3 3
1 1 3 2 1
1 0 4 3
2 4 1 0 2 2 1 0 3
6 2
6 3
6 4
6 5
6 6
6 7
6 8
6 9
7 0
7 1
7 2
7 3
7 4
7 5
7 6
7 7
7 8
7 9
8 0
8 1
8 2
8 3
8 4
8 5
8 6
8 7
8 8
8 9
9 0
2 1 2
M
2
2
0
3
1
4
6
5
1
3
3
2
2
2
5
3
4
3
5
2
4
3
3
3
1
2
3
1
4
3
TABLE 3 8 - - C o n t l n u e d
Practice Trials
2 1 2 2 2 3 2 4 2 5 2 6 2 7 2 8 2 9 3 0 3 1 3 2 3 3 3 4 3 5 3 6 3 7 3 8 3 9
2 2 0 2 4 1 4 2 0 3 2 4 2 3 3 2 2
2 1 5 1 5 4 3 4 3 3 2 3 4 1 4 2 2
2 1 1 1 0 2 1 2 0 1 1 2 1 0 0 0 2
0 2 2 2 4 3 2 1 1 2 2 0 1 5 2 0 2
0 2 0 1 2 0 0 2 2 1 1 1 1 1 2 2 3
1 0 2 0 0 2 3 4 1 1 1 3 3 2 3 2 4
4 2 5 6 2 3 2 2 6 4 4 5 3 5 3 4 4
2 2 2 2 3 1 2 2 3 2 4 4 2 3 4 4 3
3 1 4 3 2 5 3 3 1 0 6 3 2 5 3 1 3
7 6 1 0 3 6 2 3 5 5 7 6 5 8 5 7 4
0 0 2 2 1 3 1 2 1 3 2 5 4 3 1 3 3
0 0 1 1 3 0 1 2 1 0 2 1 1 0 3 1 1
0 1 1 1 3 2 2 0 1 0 2 4 0 1 0 1 1
5 5 5 5 2 3 4 5 3 3 4 2 2 4 2 4 2
4 3 7 0 3 7 4 4 2 4 5 2 7 3 6 3 1
7 5 4 6 6 7 5 4 5 7 5 6 3 5 8 7 6
1 2 3 4 6 3 5 1 4 4 4 3 3 5 3 4 1
2 1 2 1 2 3 5 2 4 4 2 4 4 2 3 4 5
5 4 4 4 5 5 5 5 5 3 5 4 5 5 5 5 5
1 1 3 1 1 0 3 0 2 4 0 3 1 3 2 2 2
2 2 4 2 3 5 3 3 3 5 6 5 1 2 3 3 2
3 2 3 2 4 4 1 4 4 5 4 5 3 5 6 4 3
3 1 0 0 0 2 4 1 0 1 2 1 2 1 2 2
5 5 4 4 2 5 3 2 5 3 6 4 4
4 4 5 4
2 3 2 3 1 1 2 2 4 3 2 2 1
3 2 3 4
3 1 3 4 2 2 3 4 4 4 4 2 4 2 4 4 3
4 4 4 2 4 3 4 2 1 4 3 3 4
3 5 4 1
4 0 5 4 7 6 3 5 2 4 4 1 6 2 4 6 5
2 1 2 3 3 1 3 2 1 2 1 3 4
1 4 2 2
2 1 1 2 3 2 1 2 2 3 2 2 4
1 2 3 1
5
6
7
8
9
1 0
1 1
1 2
1 3
1 4
1 5
1 8
1 7
1 8
1 9
2 0
2 1
2 2
2 3
2 4
2 5
2 5
2 7
2 8
2 9
3 0
TABLE 39
RAH SCORES--FOOT VOLUY
GROUP I
P r a c t i c e T r i a l s
1 2 3 4 5 6 7 8 9 1 0 U 1 2 1 3 1 4 1 5 1 6
1 2 2 4 3 3 2 3 3 3 2 1 2 5 1
1 2 4 2 3 2 2 2 2 3 2 2 3 2 2
2 3 2 1 1 2 2 2 2 2 1 0 1 1 2
2 2 3 2 1 0 3 2 1 3 1 2 2 0 2
3 1 2 1 2 2 2 3 2 3 1 2 2 2 2
2 2 1 1 1 2 1 1 1 2 3 3 1 2 1
2 1 4 4 2 2 3 4 4 2 1 2 2 2 4
2 1 4 1 2 1 3 2 2 2 1 2 2 1 3
2 3 2 2 3 2 2 2 2 4 1 3 3 3 4
3 2 3 2 2 2 2 2 3 1 2 3 2 2 2
2 2 3 2 1 2 3 3 1 1 1 1 2 2 2
2 3 3 7 6 4 6 4 2 5 4 3 3 2 3
2 3 2 3 2 2 2 2 3 3 4 1 2 2 3
3 3 2 2 3 4 2 3 3 2 3 3 3 4 2
2 2 2 2 2 1 1 2 1 2 1 1 2 1 1
2 1 1 1 1 1 1 2 3 1 3 1 1 2 2
3 3 3 3 1 2 3 3 3 3 3 4 5 2 2
1 1 3 2 4 2 1 3 1 2 3 2 2 2 3
2 1 2 2 2 1 1 2 1 2 1 2 2 3 1
2 1 3 3 1 1 3 4 3 3 3 2 2 2 3
2 1 1 1 2 2 2 2 2 2 2 3 2 2 3
3 1 1 1 2 2 2 2 2 2 4 3 3 2 3
2 3 2 1 3 2 2 3 2 1 2 1 1 3 2
1 3 1 1 1 1 2 3 2 1 1 2 2 3 2
1 2 2 3 3 2 1 1 1 3 1 1 1 1 2
1 3 2 3 2 2 2 2 1 2 2 2 1 2 2
2 2 2 2 2 2 3 2 3 2 2 3 1 2 3
2 1 2 0 1 1 2 2 2 2 0 2 3 3 2
2 2 3 2 3 3 1 2 1 2 2 2 2 3 2
2 1 1 2 2 1 1 2 4 1 2 2 2 2 2
2 1 4
TABLE 4 0
H A W SCORES--FOOT VOLLEY
G RO UP II
Practice T rials
Subject
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
31
2 2 1 1 2 1 2 1 1 2 2 2 2 1 1 2 2 1 2 1 1 1 2 3 1 2 1 1 2 1
32 1 1 1 1 1 2 1 1 1 1 1 1 0 0 1 2 1 1 1 2 2 0 1 1 2 1 2 0 1 2
33
3 4 2 1 2 2 1 3 1 3 3 2 3 2 3 3 3 5 3 2 2 3 2 2 1 2 4 2 2 2
34
2 2 2 2 1 1 1 1 2 3 2 2 1 4 3 2 2 2 1 1 2 2 2 1 3 3 2 3 2 1
35
3 2 3 2 2 1 3 3 2 2 1 2 2 2 2 2 2 2 2 2 3 3 2 2 2 2 2 3 2 1
36
2 1 2 2 2 2 1 2 1 2 1 1 2 2 1 1 2 3 2 2 0 3 1 1 1 1 2 1 1 3
37
2 2 2 3 1 2 1 2 2 1 2 2 1 2 1 3 1 2 2 2 2 2 3 1 2 2 2 3 2 2
38
2 1 2 2 2 1 2 2 1 2 2 2 2 2 2 2 2 2 1 2 3 2 3 3 0 1 2 1 2 2
39
1 3 2 2 1 2 3 3 1 2 3 2 3 1 3 1 3 2 2 2 1 2 1 2 1 2 1 2 3 1
40 3 3 3 1 2 2 2 2 3 4 1 3 2 2 3 3 2 3 2 1 2 1 2 2 2 3 2 2 3 3
41
2 3 3 2 2 2 3 1 2 4 3 3 3 2 2 2 3 3 2 4 3 1 3 3 3 2 2 3 3 4
42 1 2 2 1 1 1 2 1 1 1 2 2 2 1 2 1 2 1 2 1 2 2 1 1 1 1 1 1 2 1
43
3 2 3 2 2 2 2 2 4 2 3 3 2 3 3 2 3 3 2 2 2 3 2 2 4 2 2 3 4 3
44
1 2 2 1 2 2 2 2 2 1 2 1 2 2 2 2 2 3 1 3 3 3 1 1 2 2 2 1 2 2
45
3 3 2 3 2 2 2 3 3 2 4 1 4 2 2 4 5 2 3 3 3 5 2 2 1 2 2 2 3 1
46 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 2 0 1 2 2
47
1 1 1 2 2 2 2 1 1 2 3 1 3 2 2 1 2 4 2 1 2 2 2 2 2 1 2 3 3 5
48 1 3 2 3 2 4 2 3 2 5 3 3 2 3 2 1 3 4 3 4 3 3 2 3 2 1 3 4 3 4
49 2 2 2 1 2 4 2 4 2 1 3 4 3 3 2 2 6 2 2 5 2 2 3 4 2 2 3 2 2 5
50 3 3 2 3 2 3 2 4 2 3 2 3 3 2 2 3 3 3 2 2 3 2 2 3 3 2 2 3 2 1
51
3 1 4 3 3 3 3 3 2 2 2 2 2 3 3 3 3 3 3 3 2 4 3 3 3 2 2 2 2 3
52 2 3 2 1 2 3 1 3 2 3 3 3 1 2 3 2 2 2 3 2 3 1 5 2 3 3 3 2 3 2
53
2 1 2 2 1 2 1 2 2 2 3 2 2 2 2 2 3 3 1 2 1 2 2 2 3 3 3 2 1 2
54 2 3 1 1 2 2 2 1 4 2 3 2 2 3 1 2 3 2 2 2 2 3 2 0 3 2 0 2 3 3
55
2 1 1 2 2 1 3 2 1 2 3 3 1 2 3 1 3 1 2 3 2 1 3 3 2 3 3 2 3 1
56 1 3 2 1 1 2 2 2 2 3 1 2 2 1 1 1 3 2 1 2 1 2 2 2 1 2 2 2 2 2
57 1 2 3 1 2 3 3 2 2 3 3 2 1 3 2 1 3 1 2 2 1 2 2 2 1 1 3 1 4 1
58 1 2 2 2 2 1 2 1 2 1 1 2 1 2 3 1 1 1 1 2 1 2 2 2 1 1 2 2 2 2
59 2 1 1 1 2 2 2 2 2 2 2 3 2 3 2 1 2 2 2 3 2 2 2 3 2 3 2 3 2 3
60 2 3 2 1 5 2 3 2 1 2 2 5 3 2 2 1 3 2 2 2 3 5 2 2 2 2 2 1 4 2
61
62
63
64
65
6 6
67
6 8
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
8 6
87
8 8
89
90
TABLE 41
RAW SCORES--FOOT VOLLEY
GROUP I I I
P r a c t i c e T r i a l s
I 2 3 4 5 6 7 8 9 1 0 U 1 2 1 3 1 4 1 5 1 6 U
2 2 2 1 1 2 1 3 1
2 2 3 2 3 4 2 2 3
3 1 2 3 2 2 2 2 1
1 2 1 1 2 2 2 2 2
2 1 2 1 2 2 2 2 2
2 2 1 2 1 1 2 1 1
1 2 1 1 2 2 3 3 1
2 2 2 3 1 2 2 3 2
2 2 2 2 3 2 2 1 2
1 3 3 1 2 2 2 3 3
2 2 3 3 2 2 1 1 1
2 1 3 2 2 2 2 2 3
2 2 3 1 3 2 2 2 2
2 2 2 2 3 3 2 2 3
2 2 2 3 1 3 2 1 2
5 3 2 1 3 2 4 2 2
2 1 2 3 2 3 3 2 2
2 2 2 2 2 2 2 2 2
2 2 3 3 2 3 3 4 3
2 1 2 1 2 2 2 2 3
2 1 1 1 1 1 2 1 2
2 1 2 4 3 2 2 2 1
3 2 1 2 3 3 2 2 3
1 3 2 1 3 4 2 2 1
2 1 3 1 1 2 2 3 2
3 3 2 2 3 3 2 1 2
1 2 2 2 2 2 2 2 3
1 2 2 3 2 2 2 2 2
2 1 2 2 1 2 2 2 3
1 2 2 2 2 2 2 1 1
1 2 2 2 2 2 2 1
2 2 2 2 3 8 3 1
1 2 2 2 1 1 2 1
2 1 2 2 0 2 2 1
2 3 2 1 1 2 2 2
1 1 1 2 2 1 1 1
1 3 2 3 3 2 2 2
3 2 2 2 3 2 3 2
4 4 2 4 4 3 3 2
2 2 2 2 2 3 2 2
4 3 3 2 2 3 3 3
2 3 2 2 2 2 3 3
2 2 2 3 5 2 3 1
2 3 2 3 2 2 2 4
1 2 3 3 2 2 6 2
4 5 2 2 2 3 1 2
2 1 1 3 2 3 2 2
2 2 3 2 2 1 2 3
5 2 3 2 2 2 3 3
1 1 3 1 1 2 2 2
0 2 2 2 1 2 4 2
1 2 2 1 2 4 4 4
2 2 2 2 2 2 2 3
1 3 1 1 1 1 3 3
2 3 2 1 2 2 3 2
1 1 2 2 1 1 1 2
2 1 3 2 1 2 2 2
2 2 2 1 2 1 3 2
2 3 3 3 2 2 3 3
2 2 2 2 2 2 2 2
65
6 6
67
6 8
69
70
71
72
73
76
75
76
77
78
79
80
81
82
83
8 6
85
8 6
87
8 8
89
90
2 1 6
lo
1
3
3
2
3
1
3
2
3
2
2
3
2
3
2
3
2
2
3
2
2
3
2
3
2
2
1
2
3
2
TABLE 4 1 - C o n t i n u e d
P r a c t i c e T r i a l s
2 2 2 3 2 4 2 5 2 6 2 7 2 8 2 9 3 0 3 2 3 3 3 6 3 5 3 6 3 7
2 1 1 1 1 1 2 2 1 1 2 1 2 3 1
6 2 2 1 3 3 2 3 5 2 3 5 3 3 4
1 1 2 2 1 1 1 1 1 2 2 1 1 1 1
2 1 2 1 3 3 1 1 2 2 2 1 1 2 2
2 3 3 2 3 1 2 3 2 2 2 2 1 2 2
1 1 1 2 2 2 1 1 1 1 1 2 2 2 1
2 2 2 2 2 3 3 2 1 2 3 2 2 3 3
3 2 2 2 1 2 2 2 2 1 2 2 1 2 4
2 3 2 1 3 2 2 6 2 2 2 1 1 2 1
2 2 1 2 2 2 3 2 2 2 2 2 3 2 2
6 2 2 2 3 6 3 3 1 3 3 6 3 2 1
2 1 2 2 2 2 1 2 1 3 2 2 2 3 1
2 5 3 2 5 2 6 1 2 2 3 3 3 2 2
3 2 2 1 2 2 1 3 1 2 1 3 3 3 1
2 2 2 2 2 3 2 3 2 1 3 3 2 2 2
2 5 3 3 2 3 6 2 3 3 3 3 3 4 3
2 1 2 2 2 2 1 1 1 1 2 3 3 3 3
1 1 1 2 2 2 6 2 2 2 2 3 1 1 2
3 3 3 2 2 3 3 6 2 2 4 4 3 2 3
2 1 2 2 2 2 2 2 2 2 2 2 1 2 3
1 2 2 2 5 2 1 1 1 1 1 1 1 2 4
3 2 3 2 3 3 3 2 3 2 1 3 2 2 5
2 1 2 1 2 2 2 1 2 1 2 2 1 2 2
5 2 2 5 3 3 2 2 2 2 2 2 1 2 3
2 1
2
1 1 1 1 2 1 1 2 1 1 3 2
2 2 1 2 2 3 2 2 2 3 3 1 1 2 2
1 1 2 3 2 2 1 2 1 2 . 1 2 2 2 1
3 2 2 3 2 1 1 2 2 3 2 3 1 2 2
2 2 1 2 3 3 2 3 2 2 3 2 3 3 2
2 2 2 2 1 2 2 2 3 2 I 3 1 3 2
2
3
6
2
1
1
2
2
2
2
3
2
2
2
2
3
2
3
2
1
1
6
2
2
A P P E N D I X B
N E W S K I L L P E R F O R M A N C E S C O R E S R E T E N T I O N A N D R E L E A R N I N G
2 1 8
T A B L E 42
R A W SC O R E S--M A Z E -T IM E
11
Subject
Practice Trials
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
11.0 9.8 10.2 9.8 9.2 7,9 8,6 9.5 10.3 9.5 9.0 9.5 10.4 8.3 9,5 7.2 8,4 8.7
10.5 10.4 9.9 9.9 10.0 10.2 10.5 10.1 8.7 8.9 8.5 9.0 9.4 9.6 9.1 9.1 9.1 9.6
9.2 8.8 9.4 9.3 8.9 8.6 9.7 11.0 9.1 9.8 10.4 11.4 8,8 10.3 10.0 10.1 8.8 10,3
11.9 11.1 11.0 11.3 12.0 12.6 11.1 12.1 11,6 13.1 11,2 10,8 10.3 11.7 11.4 12.1 11,8 12.9
9 .3 11.0 10.2 11.5 10.8 10.0 10.5 9.1 10.4 9.6 9 .8 11.7 10.3 10.8 10.6 10.8 10.5 10.4
10.9 11.3 11.1 11.5 11.3 10.8 9.0 8.1 8.8 10.4 10.6 9.5 10.1 9.6 10,0 9,4 10.3 9.2
9.3 8.9 9.8 9.0 8.1 8.2 8.1 8.0 9.1 8.6 8.3 7.4 7.6 7.4 7.4 7.7 7.6 7.8
10.7 9.7 10.5 9.7 10.1 11.3 11.2 10.1 9.8 11.2 10.6 11.3 12.1 10.9 10.4 10.0 11.4 12.6
12.1 12.0 11.3 11.9 11.0 10.9 11.2 11.6 11.5 11.2 10.5 11.5 10.7 10.7 10.3 10.8 9.8 10.1
13.2 10.6 12.7 11,5 10.0 10.6 10.9 12.0 8.9 10.3 10.3 10.0 10.9 11.0 9 .2 10.3 9.5 9.8
12.6 13.0 11.4 12,2 11,5 11.7 11.1 12.4 12.0 11.9 11.4 11,9 12.2 12.0 12.7 11,3 12.8 11.1
11.8 10.6 12.3 12.3 11.0 11.9 11.9 8.5 8.0 8.9 8 .8 8.8 8.0 9.4 10.0 10.4 10.0 11.5
12.4 12.7 11.7 11.6 12.4 11.8 11.9 12.9 12.2 10.9 10.7 10.4 11.0 10.4 10.4 11.5 10.8 10.8
12.9 12.1 12.0 12,6 11.3 11.2 11.3 11.0 12.3 12.0 11.7 11.1 11.4 12.5 12.6 12.7 12.3
11.5 11.4 10.9 10.8 11.1 11.3 11.7 11.4 10.3 9 .6 9.9 9.9 10.1 11.1 11.1 10.6 10.9 11.7
9.4 9.9 9.0 8.3 9.1 8.7 9 .4 9.2 9.0 9.4 9.1 9.0 8 .7 8.5 9,8 8.4 8.4 9,1
11.4 11.4 11.9 11.3 11.9 13.0 12.7 13.0 13.0 14.6 12.5 13.2 13.6 12.5 12.1 12.6 11.9 11,9
11.5 10.4 10.5 11.8 9.0 9,9 10.3 10.9 11.2 10.1 9.9 9,5 10.3 11.1 10.6 11.0 11.5 8.9
11.7 13.0 12.8 13.0 10.5 10.5 11,7 11.8 9.6 8.7 11.3 11.4 7.0 12.0 11.8 10.6 10.5 11.5
12.6 12.8 11.6 12.6 12,1 11.0 10.8 11.5 11.5 10.8 10.8 11.8 12.3 11.5 13.1 13.5 13.5 11.8
8.0 8.8 8.2 8.3 9.1 9.0 9.6 11,0 7.0 9.5 9,0 8,6 7.3 9.1 7.0 7.1 7.4 7.3
9 .2 10.7 9.7 9.8 10.5 10.1 10.1 9.5 11.0 10.0 10.3 10.1 9.6 9.6 9.0 9.2 9,4 9.8
8.4 8.8 9.7 10.2 9 .9 8.9 7.6 8.6 8.1 8.2 9.0 8.7 8.4 9.0 8.2 8.5 7,8 7.6
10.5 13.0 11.1 10.2 9.9 9 .8 10.7 9.9 9.7 10.0 9.0 10.1 9.8 9.7 10.9 9.7 10.8 8,7
12.3 11.1 11.7 11.1 11.5 12.0 11.4 12.1 10.5 10.8 11.5 11.0 10.7 12.1 10,0 11.1 10.8 11.2
12.0 10.1 11.1 11,2 9.2 10.4 10.2 12.7 10.8 10.3 11,5 11.6 12.6 12.5 10.7 9.8 12.1 9 .7
12.3 13.7 12.5 14.4 14.4 16.3 15.5 13.3 12.4 12.4 13.9 12.9 13.1 13.4 13.2 13.1 11.9 11.5
11.1 9.6 9.1 9,1 10.5 9.9 9.5 10.0 9 .3 10.4 10.7 10.1 9.5 8.5 8.7 8.8 9,5 9.7
10.0 14.0 12.0 11.4 11.2 11.4 13.0 11.7 11.0 11.0 10.2 9.9 11.5 11.7 11.3 10.9 11.1 11.6
15.1 14.7 15.1 10.7 12.7 10.8 11.1 10.0 10.4 11.2 12.0 10,4 10.0 10.6 10.5 9.9 10.8 11.2
8.3
2 1 9
TABLE 4 3
RAH SCORES--MAZE-TIME
GROUP I I
P ractice Trials
S u b j e c t
1 2 3 4 5 6 7 8 9 1 0 1 1 1 2 1 3 1 4 1 5 1 6 1 7 1 8 1 9 2 0
3 1 1 3 , 7 1 4 . 3 1 4 . 7 1 3 , 7 1 2 . 5 1 2 , 8 1 3 . 5 1 2 . 8 1 2 . 7 1 2 , 7 1 2 . 1 1 1 . 4 1 0 . 6 1 1 . 5 1 2 . 4 1 1 . 8 1 2 . 7 1 1 . 7 1 1 , 2 1 0 . 6
3 2 1 1 . 8 1 0 . 7 1 1 , 1 1 0 . 9 1 2 . 2 1 0 . 6 9 . 6 1 0 . 0 1 1 . 2 1 1 . 8 1 3 . 0 1 2 , 3 1 0 . 5 1 1 . 2 1 1 . 3 1 2 . 5 1 2 . 1 1 0 . 5 1 2 . 4 1 2 , 7
3 3 9 . 5 1 0 . 2 9 . 4 8 , 9 1 0 . 0 1 0 . 9 9 . 7 8 . 9 8 . 9 9 . 5 9 . 5 1 0 . 8 1 0 . 9 1 0 . 5 1 0 . 0 1 0 . 1 9 . 9 9 . 4 9 . 5 9 . 2
3 4 1 3 . 1 1 2 . 4 1 1 . 9 1 0 , 6 1 1 . 3 1 1 . 5 1 1 . 0 1 0 . 7 1 1 . 4 1 1 , 3 1 0 , 8 8 . 6 9 . 6 1 0 , 3 1 0 , 6 1 0 . 5 8 , 7 1 0 . 8 1 0 , 8 9 , 6
3 5 1 1 . 2 1 0 , 0 1 1 . 7 1 7 . 4 1 1 . 3 1 1 . 8 1 0 . 5 1 0 . 7 1 1 . 8 1 0 . 5 1 1 . 7 1 1 , 5 1 1 . 2 1 1 . 3 1 0 . 6 1 0 . 5 1 0 . 3 1 0 . 3 1 0 . 3 1 0 . 7
3 6 1 5 . 1 1 2 . 1 1 3 . 1 1 3 . 8 1 4 . 0 1 2 . 5 1 2 . 2 1 3 . 7 1 2 . 3 1 2 . 4 1 2 . 8 1 2 . 1 1 0 . 6 9 . 9 1 0 . 5 1 1 . 6 1 1 . 5 1 1 , 9 1 0 . 9 1 1 . 1
3 7 1 1 . 5 1 2 . 9 1 2 , 0 1 2 , 3 1 1 . 9 1 3 . 0 1 3 . 4 1 2 . 5 1 2 . 6 1 0 . 8 1 1 . 6 1 2 . 3 1 1 , 8 1 2 . 5 1 3 . 0 9 . 2 1 2 . 8 1 1 . 5 1 2 . 2 1 2 . 1
3 8 1 2 . 1 1 0 . 2 9 . 8 9 . 9 1 0 . 2 1 1 . 0 9 . 1 1 0 , 3 1 0 . 1 1 0 . 1 1 0 . 6 1 1 . 4 1 0 . 8 1 0 . 7 1 0 . 3 8 . 7 8 . 8 9 . 5 1 0 . 1 1 0 . 2
3 9 1 1 . 0 9 . 9 1 0 . 2 1 0 , 7 8 . 8 9 . 0 9 . 4 7 . 8 1 1 . 8 1 2 . 0 9 . 3 9 . 4 8 , 4 9 . 3 9 . 6 9 . 9 8 . 9 7 , 6 8 , 0 1 1 . 1
4 0 9 , 0 9 . 3 9 , 2 8 . 8 8 . 5 9 , 1 8 . 3 8 . 4 8 . 6 8 . 2 9 . 3 8 . 8 7 . 9 9 , 2 8 , 9 8 , 5 8 . 7 9 . 0 9 . 3 9 . 0
4 1 1 1 . 4 1 1 . 7 1 1 . 4 1 1 . 4 1 2 , 5 1 2 . 8 1 1 . 4 1 1 . 7 1 1 . 5 1 1 . 7 1 2 . 1 1 2 . 7 1 2 . 3 1 0 . 6 1 1 , 6 1 1 , 9 1 0 . 9 1 0 . 6 1 0 . 1 1 1 , 6
4 2 9 , 0 9 . 4 8 . 8 8 . 8 9 . 0 8 . 7 9 . 0 8 . 4 8 . 6 8 . 2 7 , 9 7 . 3 6 . 9 7 , 8 8 . 1 7 . 6 8 , 0 7 . 9 8 . 0 8 . 0
4 3 1 1 . 8 1 1 . 5 8 . 2 1 1 . 3 1 1 . 2 1 0 . 4 9 . 4 1 0 . 2 9 . 7 9 . 4 9 . 6 9 , 3 9 . 1 9 , 8 9 . 5 8 , 8 1 0 . 5 9 , 8 9 . 4 9 . 0
4 4 1 3 . 0 1 2 . 4 1 2 . 1 1 2 . 4 1 3 . 9 1 3 . 2 1 3 . 4 1 2 . 6 1 4 . 2 1 4 , 6 1 1 . 8 1 2 , 0 1 3 . 3 1 5 . 0 1 2 . 8 1 3 . 1 1 3 . 7 1 5 . 3 1 3 . 4 1 4 . 8
4 5 1 1 . 0 1 2 . 4 1 1 , 2 1 1 . 3 1 2 . 4 1 0 . 9 1 0 . 8 1 0 . 7 1 0 , 8 1 0 , 7 1 1 . 4 1 1 . 3 1 1 . 1 1 0 . 2 1 0 , 9 1 0 . 9 1 1 . 6 1 1 . 5 1 1 , 5 1 1 . 4
4 6 1 3 . 2 1 1 . 9 1 3 . 0 1 2 , 0 1 2 , 1 1 3 , 6 1 2 . 7 1 4 . 5 1 3 . 6 1 2 . 2 1 4 . 0 1 3 . 0 1 3 . 6 1 4 . 3 1 4 . 5 1 4 . 3 1 3 . 4 1 3 . 0 1 4 . 5 1 3 . 3
4 7 1 2 . 4 1 2 . 5 1 1 . 6 1 1 . 2 1 1 . 1 9 . 6 9 . 2 8 . 6 8 . 8 9 , 0 8 , 7 8 . 3 8 . 6 1 0 . 0 9 . 7 1 0 . 2 8 . 9 1 0 , 8 9 , 9 1 0 . 2
4 8 1 2 . 3 1 0 . 2 1 1 . 5 1 1 . 5 1 0 . 6 1 0 . 3 1 1 . 7 9 . 0 1 1 . 2 1 2 . 6 8 . 1 7 . 9 9 . 6 8 . 7 8 . 1 8 , 4 1 0 . 3 9 . 0 8 . 7 1 0 . 5
4 9 1 0 . 1 1 1 . 6 1 0 , 5 9 . 8 1 1 . 5 1 1 . 0 1 0 . 2 9 . 3 1 0 . 4 1 0 , 0 9 . 5 1 0 . 0 9 . 9 1 0 . 1 1 0 . 0 1 0 , 9 1 2 . 9 1 0 . 2 1 1 . 2 1 0 . 5
5 0 1 0 . 5 1 3 . 7 1 2 . 0 1 1 . 8 1 0 . 0 1 0 . 7 1 1 . 1 1 0 . 2 1 1 . 2 9 . 4 9 , 4 1 0 . 5 8 . 5 1 0 . 4 9 , 4 8 . 8 1 0 . 4 9 . 7 9 , 2 9 . 2
5 1 1 0 . 6 1 0 , 4 9 . 3 8 . 5 9 , 0 8 , 2 8 . 4 9 . 1 9 . 1 9 . 7 9 . 5 9 , 9 1 0 , 0 9 . 3 9 . 1 7 . 8 9 , 1 8 , 4 9 , 3 9 , 4
5 2 1 3 . 6 1 2 . 0 1 3 . 4 1 3 . 6 1 4 . 3 1 3 . 0 1 2 . 0 1 1 . 8 1 2 . 2 1 0 . 7 1 1 . 4 1 1 . 6 1 2 . 3 1 3 , 2 1 3 , 0 1 2 . 3 1 2 , 9 1 2 . 1 1 2 . 0 1 0 , 5
5 3 1 2 . 4 1 4 . 7 1 1 , 1 1 1 . 4 1 1 . 5 1 2 . 0 1 2 . 7 1 2 , 1 1 2 . 1 1 1 . 9 1 2 . 6 1 3 . 0 1 2 . 6 1 2 . 7 1 2 . 4 1 2 . 3 1 1 , 7 1 2 . 4 1 2 . 9 1 2 . 0
5 4 1 3 . 3 1 3 . 9 1 3 . 0 1 3 . 8 1 3 . 4 1 2 . 6 1 2 , 4 1 4 . 8 1 4 . 3 1 2 . 9 1 4 . 6 1 3 . 6 1 3 . 8 1 3 . 2 1 2 . 9 1 2 . 8 1 1 . 3 1 1 . 6 1 1 . 7 1 2 . 3
5 5 1 1 , 7 1 1 . 6 1 1 , 6 1 0 . 4 1 0 . 7 1 1 . 1 1 2 . 3 1 1 . 4 1 1 . 2 1 0 . 0 1 0 . 5 1 1 . 3 1 0 . 3 1 0 , 2 1 0 , 5 1 1 . 1 1 1 . 5 1 0 . 4 1 0 , 0 1 0 , 0
5 6 1 0 , 7 1 1 , 3 1 2 , 2 1 0 . 9 1 0 . 1 9 . 1 1 0 . 3 1 1 . 1 9 , 7 8 , 5 9 . 7 9 . 6 1 0 . 4 9 , 8 1 0 . 3 8 . 4 8 , 7 1 0 . 2 9 . 5 1 0 , 3
5 7 1 1 . 6 1 1 . 9 1 2 . 0 1 1 . 8 1 0 . 4 9 . 9 1 0 . 2 1 0 . 8 1 1 . 1 1 1 . 7 1 1 . 6 1 1 . 9 1 1 . 0 1 0 . 3 9 , 8 1 0 . 0 1 1 . 5 1 2 , 0 1 1 . 6 1 0 . 3
5 8 1 3 , 8 1 4 . 7 1 2 , 8 1 3 . 6 1 3 . 3 1 3 , 4 1 4 . 0 1 2 . 7 1 0 . 7 1 0 . 6 1 0 . 7 1 1 , 2 1 1 , 5 1 1 , 3 1 1 . 2 1 0 . 5 1 0 . 0 1 0 . 0 1 0 , 0 9 . 9
5 9 1 2 . 0 1 1 . 1 1 3 . 1 1 0 , 9 1 0 . 1 9 . 3 1 0 . 4 1 0 . 7 9 . 5 9 . 7 9 . 2 9 . 9 1 0 . 8 1 0 , 2 9 , 2 9 . 6 9 . 4 8 . 6 8 . 6 8 . 1
6 0 8 . 5 9 , 5 9 . 2 9 . 4 9 . 7 9 . 6 1 0 . 6 1 0 . 2 9 . 5 1 0 . 6 1 0 . 3 9 . 0 8 . 4 8 , 7 9 . 3 8 , 9 9 . 4 8 . 7 7 . 3 8 . 4
2 2 0
TABLE 4 4
RAW SCORES--MAZE-TIME
GROUP I I I
P r a c t i c e T r i a l s
u b j e c t
1 2 3 4 5 6 7 8 9 1 0 1 1 1 2 1 3 1 4 1 5 1 6 1 7 1 8 1 9 2 0
6 1 1 5 . 8 1 4 , 2 1 3 . 3 1 2 . 7 1 2 . 7 1 3 . 5 1 2 . 1 1 3 . 5 1 1 . 7 1 0 . 1 1 2 . 0 1 0 . 7 1 0 . 3 1 0 , 9 1 2 . 3 1 3 . 0 1 1 . 7 1 2 . 1 1 1 . 5 1 2 . 4
6 2 1 2 . 5 1 3 , 1 1 2 . 7 1 1 . 0 1 0 . 8 1 0 . 6 1 1 . 9 1 1 . 2 1 0 . 2 1 1 . 3 9 . 3 1 0 . 2 9 . 2 8 , 6 9 . 4 9 . 1 8 , 2 8 . 8 9 . 7 8 , 1
6 3 9 . 6 9 , 9 1 0 . 4 9 . 8 1 1 . 1 9 , 9 9 , 6 1 0 . 5 8 . 9 9 . 4 9 , 8 9 . 6 9 , 5 9 , 4 1 0 , 5 1 0 , 5 1 0 , 2 1 0 . 5 1 0 , 3 8 , 9
6 4 1 0 . 0 1 0 . 5 9 . 7 9 . 3 1 0 . 0 1 1 . 0 9 . 2 9 . 9 9 . 4 1 0 . 3 1 0 . 1 1 0 . 4 1 0 . 5 1 0 . 1 1 0 . 7 9 . 5 1 0 , 7 1 0 . 6 1 0 . 4 1 0 , 1
6 5 1 1 . 4 1 1 . 0 1 1 . 4 1 0 , 7 1 1 . 0 1 1 . 2 1 0 . 5 1 0 . 6 1 0 . 8 1 1 . 3 1 0 . 4 1 0 . 5 1 1 . 0 1 0 . 3 1 1 . 3 1 2 . 0 1 1 . 0 1 1 . 4 9 . 6 9 , 5
6 6 1 1 . 1 1 0 , 2 1 1 . 8 9 , 4 8 , 9 8 , 7 8 . 9 7 . 8 8 . 3 1 0 . 0 1 0 . 0 9 . 5 9 . 1 9 . 3 8 . 8 9 , 5 9 . 8 1 0 , 0 9 . 2 1 0 . 8
6 7 8 , 8 8 , 4 9 . 0 8 . 8 9 . 8 9 , 0 9 . 0 9 , 4 9 . 9 9 . 7 8 . 0 8 . 8 9 . 5 7 . 5 7 . 4 8 . 2 8 . 5 8 . 9 7 . 6 7 , 6
6 8 1 0 . 7 1 3 , 4 1 2 . 5 1 0 . 7 1 2 . 4 1 1 . 9 1 1 . 7 1 1 . 5 1 1 . 2 1 1 . 5 1 3 , 2 1 2 . 0 1 2 . 5 1 0 , 8 1 2 , 2 1 2 , 0 1 1 . 3 1 1 , 3 1 2 . 0 1 0 , 6
6 9 1 1 . 8 1 0 . 0 9 . 6 1 0 , 0 9 . 7 9 . 4 9 . 7 9 . 7 1 0 . 2 9 . 9 1 0 , 2 1 0 , 0 9 . 8 9 . 5 9 . 0 9 . 7 1 0 , 2 9 . 3 9 . 5 9 , 3
7 0 1 3 . 0 1 3 , 7 1 4 . 2 1 1 . 7 1 1 , 5 1 1 . 1 1 1 , 0 9 . 9 1 0 , 9 1 0 . 7 1 0 . 5 1 0 , 8 1 2 . 8 1 2 . 7 1 2 , 0 1 2 , 5 1 0 . 9 1 1 , 3 1 0 , 8 9 . 7
7 1 1 0 . 5 1 1 , 0 1 0 . 1 1 0 . 5 1 1 . 0 1 2 . 0 1 1 . 0 1 0 , 9 1 0 . 4 1 0 . 5 1 0 . 5 1 0 . 3 1 0 . 7 1 1 , 6 1 1 . 5 1 1 . 4 1 1 . 1 1 1 . 8 1 1 . 9 1 2 . 4
7 2 1 1 . 9 1 1 , 2 1 3 . 0 9 , 3 1 1 , 4 1 1 , 4 1 3 . 0 1 1 . 0 1 0 . 1 1 0 . 2 1 0 . 0 9 , 8 1 1 . 0 1 1 . 0 1 0 . 0 1 1 . 9 1 1 . 1 9 . 9 9 . 5 1 0 . 1
7 3 1 4 . 6 1 4 . 1 1 4 . 4 1 4 , 5 1 4 , 3 1 5 . 3 1 4 , 4 1 3 . 2 1 3 . 8 1 4 . 0 1 2 . 3 1 3 . 3 1 3 , 3 1 4 . 1 1 1 . 9 1 2 . 5 1 2 , 3 1 2 , 7 1 2 , 9 1 1 , 8
7 4 1 1 . 5 1 0 . 7 1 1 . 7 1 1 . 7 1 0 . 7 1 2 . 3 1 1 . 5 1 1 . 7 1 1 . 1 1 1 . 3 1 1 . 0 1 0 . 8 1 1 . 1 1 0 . 7 1 1 . 5 1 0 . 6 1 1 . 5 1 0 . 2 1 0 . 1 1 0 , 5
7 5 1 3 . 4 1 5 . 1 1 3 . 1 1 4 . 5 1 3 . 8 1 1 . 8 1 1 . 6 1 0 . 0 1 0 . 3 1 0 . 4 1 0 . 5 1 1 . 1 1 2 . 4 1 2 . 6 1 0 . 5 1 0 . 3 9 . 5 9 . 5 9 . 8 9 , 6
7 6 6 . 8 8 . 0 8 . 3 7 . 5 8 . 0 7 . 5 7 . 3 7 . 3 7 . 2 7 . 8 7 . 5 7 . 3 7 . 5 7 . 2 7 . 2 7 . 5 7 . 0 7 . 8 7 . 8 7 . 3
7 7 9 . 8 1 0 . 6 9 . 4 9 . 2 1 0 . 0 9 . 6 1 0 . 5 8 . 6 9 . 3 9 . 1 9 . 0 9 . 0 9 . 4 9 . 6 1 0 . 2 7 . 6 8 . 1 8 . 8 8 . 7 9 . 0
7 8 1 1 . 5 1 0 . 7 1 0 . 4 9 . 5 9 . 6 9 . 9 9 . 2 8 . 9 9 . 4 1 0 . 4 9 . 3 1 0 . 1 9 . 4 9 . 9 9 . 0 9 . 4 9 . 4 9 . 2 9 . 9 9 , 8
7 9 1 0 . 2 1 1 . 2 1 0 . 4 1 0 . 8 1 1 , 5 1 0 . 6 1 2 . 5 1 1 . 5 1 2 . 0 1 1 . 0 9 . 1 9 . 0 9 . 6 9 . 4 9 . 8 9 . 7 9 . 0 8 . 4 9 . 1 9 . 4
8 0 1 4 . 7 1 3 . 9 1 4 . 9 1 5 . 0 1 3 , 8 1 3 . 3 1 3 . 6 1 3 . 8 1 3 . 1 1 2 . 2 1 2 . 2 1 1 . 7 1 2 . 2 1 2 . 0 1 1 . 6 1 2 . 3 1 1 . 2 1 1 . 8 1 2 . 2 1 1 . 5
8 1 1 0 . 4 1 3 . 5 1 6 . 4 1 4 . 6 1 3 . 5 1 4 . 1 1 6 . 1 1 5 . 8 1 5 . 5 1 3 . 6 1 4 . 6 1 3 . 7 1 4 . 0 1 2 . 2 1 2 . 4 1 3 . 3 1 2 . 5 1 3 . 6 1 2 . 6 1 4 . 2
8 2 9 . 9 1 1 . 6 1 1 . 8 9 . 8 9 , 3 7 , 8 8 . 2 1 0 . 6 1 0 . 9 9 . 5 8 . 4 1 0 . 0 1 0 . 0 8 . 1 9 . 5 1 0 . 4 9 . 3 8 . 9 9 . 1 8 . 6
8 3 1 2 . 0 1 2 . 7 1 2 . 3 1 2 . 6 1 2 . 6 1 3 . 5 1 3 . 5 1 3 . 3 1 1 . 5 1 1 . 2 1 2 . 5 1 2 . 6 1 3 . 1 1 3 . 5 1 3 . 5 1 2 , 0 1 2 . 4 1 2 . 3 1 3 . 5 1 2 , 2
8 4 1 3 . 7 1 6 . 8 1 2 . 1 9 . 5 8 . 4 1 1 , 2 1 2 . 0 9 . 3 8 . 3 7 . 6 8 . 9 1 0 . 6 1 1 . 3 1 1 . 6 1 1 . 5 1 4 . 8 1 2 . 5 1 0 . 0 1 0 . 7 9 . 0
8 5 9 . 0 1 0 . 9 9 . 4 9 . 0 9 . 9 1 1 , 1 1 0 . 7 1 0 . 5 1 0 . 7 1 0 . 9 1 0 . 2 1 1 . 1 1 0 . 3 1 0 . 7 1 1 . 0 1 2 . 3 1 0 . 0 1 0 . 3 1 2 . 1 1 1 . 0
8 6 8 . 6 1 0 . 1 8 . 9 9 . 0 8 . 1 8 . 5 9 . 0 8 . 9 9 . 6 9 . 4 9 . 1 9 . 0 9 . 4 9 . 5 9 . 0 9 . 1 8 . 9 9 . 9 9 . 7 1 0 . 5
8 7 1 1 . 5 1 2 . 0 9 . 7 9 . 6 1 0 . 8 1 1 , 0 1 0 . 8 9 . 5 1 0 . 6 1 1 . 3 1 0 . 8 9 . 7 1 1 . 0 1 0 . 4 9 . 7 1 0 . 0 1 0 . 1 9 . 7 1 0 . 4 1 0 . 6
8 8 9 . 8 9 . 7 1 0 . 3 1 0 . 0 9 . 7 9 . 2 1 2 . 0 1 0 . 8 1 0 . 8 1 0 . 4 1 1 . 1 1 1 . 0 1 0 . 9 1 0 . 5 1 1 . 8 1 0 . 3 1 1 . 9 1 0 . 4 1 0 , 8 1 0 , 0
8 9 1 0 . 5 1 0 . 8 1 1 . 2 1 1 . 8 1 1 . 1 1 1 , 8 1 1 . 9 1 1 . 7 1 1 . 8 1 1 . 4 1 2 . 2 1 1 . 5 1 2 . 0 1 1 . 6 1 1 , 0 1 0 . 8 1 0 . 0 1 0 . 1 1 0 . 4 1 0 . 6
9 0 9 . 6 9 . 0 9 . 7 9 . 8 9 . 8 1 0 . 0 9 . 1 9 . 2 8 . 8 9 . 4 9 . 5 8 . 5 9 . 0 9 . 7 8 . 7 8 . 5 1 0 . 3 1 0 , 2 9 . 1 8 . 6
221
i
12
10
10
1 3
8
10
11
7
12
7
7
6
12
12
1 4
5
10
1 3
12
7
1 4
1 4
10
12
9
10
4
10
12
11
TABLE 4 5
RAW SCORES--MAZE-ERRORS
GROUP I
P r a c t i c e T r i a l s
3 4 5 6 7 8 9 1 0 1 1 1 2 1 3 1 4 1 5 1 6 1 7 1 8 1 9
4 9 8 7 7 8 1 0 1 0 6 1 2 9 8 6 1 3 8 8 1 2
1 7 1 2 1 8 1 3 1 6 1 1 1 3 1 0 1 0 1 2 1 0 1 3 1 3 1 0 9 1 1 1 2
1 1 1 3 8 1 3 6 1 2 1 3 1 0 8 9 7 5 5 5 5 8 8
1 9 9 9 1 2 1 4 1 0 1 0 1 3 1 4 1 1 1 2 1 1 1 0 1 2 1 2 9 1 3
1 1 9 9 8 8 1 3 8 1 3 1 1 1 1 1 4 1 4 1 2 7 9 1 3 1 3
1 5 1 3 9 1 3 1 3 9 9 1 3 1 5 1 4 7 1 1 1 3 1 2 1 1 9 1 0
8 3 7 5 5 7 1 0 4 7 6 4 4 8 3 1 1 1 1 1 1
8 1 3 7 1 2 7 8 6 2 1 0 1 2 5 1 0 3 6 3 3 1 0
1 1 1 3 1 1 1 3 7 1 0 8 9 1 2 8 1 0 1 6 1 0 9 8 1 3 1 2
6 1 1 1 0 1 6 6 1 3 8 9 2 1 1 2 9 1 2 1 2 1 0 1 0 1 6 1 4
7 6 1 0 3 9 1 4 1 5 1 0 9 6 1 2 1 1 1 3 7 1 3 1 6 4
9 7 5 7 8 7 6 6 1 2 8 7 7 1 7 5 1 1 5 9
9 8 9 1 5 8 9 1 6 1 5 9 1 0 1 1 8 1 4 1 4 1 3 7 1 5
1 4 1 4 1 4 2 0 1 1 1 3 1 5 1 5 1 8 1 5 1 3 8 1 5 2 1 1 2 1 1 1 9
1 5 9 1 0 1 0 8 1 3 1 2 7 1 1 1 6 1 1 1 2 2 3 1 0 4 8 1 4
6 1 2 8 6 1 2 9 1 3 1 3 6 9 7 1 2 6 1 2 8 6 1 2
8 9 9 1 3 1 3 3 9 6 7 4 1 2 7 4 1 0 7 1 4 1 1
1 1 5 9 5 8 9 9 1 1 5 1 1 8 1 2 8 1 1 9 1 2 6
1 2 2 0 1 2 1 1 1 1 1 3 1 2 1 4 7 2 1 1 1 1 5 2 5 1 1 1 3 1 6 1 3
9 1 3 1 4 1 0 1 1 9 1 0 1 2 8 9 1 5 1 8 7 1 3 1 1 1 1 7
7 2 5 1 7 2 1 1 6 1 9 2 0 2 0 2 4 1 9 2 5 2 2 2 0 2 2 2 1 2 5 1 8
1 5 1 5 1 1 1 6 1 6 1 3 1 2 1 4 1 8 1 2 1 1 1 4 1 1 9 1 4 1 6 1 3
1 1 1 7 1 4 1 4 1 1 1 1 1 2 1 6 5 1 4 1 2 1 2 1 0 1 1 9 1 7 1 0
1 6 1 3 1 5 1 3 9 1 3 7 8 1 1 1 0 1 3 1 2 1 1 2 0 1 4 1 2 1 0
1 4 1 6 1 4 9 1 3 7 1 6 9 7 1 3 1 1 1 1 1 1 6 1 2 9 9
1 1 8 1 4 5 1 2 6 1 1 1 3 8 1 4 7 8 1 0 8 5 1 2 4
1 6 1 8 1 5 1 6 9 1 5 1 0 6 1 4 1 5 1 0 8 8 8 1 6 9 6
1 0 1 1 1 0 1 7 2 0 7 1 3 1 3 8 1 4 1 2 1 0 1 1 9 6 8 2 1
1 2 7 4 6 7 1 0 1 1 8 8 8 9 8 1 7 6 7 7 7
4 1 1 1 0 1 5 1 4 9 9 5 1 0 1 0 8 7 9 6 1 1 1 7 8
3 5
3 6
3 7
3 8
3 9
6 0
6 1
6 2
6 3
66
6 5
66
6 7
68
6 9
5 0
5 1
5 2
5 3
5 6
5 5
5 6
5 7
5 8
5 9
6 0
1 1 1
lo
1 0
9
1 1
5
7
1 2
1 2
11
7
1 1
11
8
1 0
7
1 1
1 2
1 3
8
9
1 5
12
1 0
1 0
7
9
6
7
5
1 5
7
TABLE 66
RAM SCORES--MAZE-ERR0RS
GROUP I I
Practice T rials
1 2 3 4 5 6 7 8 9 1 0 1 1 1 2 1 3 1 4 1 5 1 6 1 7 1 8
1 6 1 1 1 0 1 1 1 1 5 1 0 1 0 1 2 9 9 1 2 1 4 1 2 1 0 1 4 1 2 1 4
1 6 1 1 1 5 1 0 1 3 1 5 1 3 1 3 8 1 1 1 3 1 2 6 1 0 1 0 1 2 7 5
1 0 1 3 8 1 0 1 4 1 4 8 1 2 8 1 3 7 1 0 1 1 1 1 1 0 6 1 0
1 0 8 3 7 1 0 4 7 3 2 5 9 6 6 8 8 1 7 6 1 1 6
1 6 1 6 2 0 1 2 1 0 1 5 1 4 1 1 2 1 1 1 4 1 0 1 4 8 1 0 1 2 1 2 1 0
7 1 1 9 1 1 1 1 6 7 1 3 4 1 2 1 1 6 6 7 1 4 9 6 1 1
1 1 1 6 1 4 1 0 1 4 1 0 8 7 6 1 6 9 1 6 1 6 9 1 3 1 4 1 1
6 1 2 1 1 1 0 1 3 1 1 1 2 1 3 1 1 1 2 1 5 6 1 1 9 1 3 1 2 1 2 1 2
1 2 7 1 7 6 6 1 3 1 4 2 1 7 1 0 6 7 1 2 1 5 1 3 9 1 0 1 6
6 8 1 2 4 7 8 6 7 6 8 8 6 7 1 2 9 4 1 2 1 1
1 1 9 6 7 8 9 1 1 5 1 0 1 4 1 1 7 8 7 1 2 1 1 8 4
1 3 1 0 5 5 8 1 5 5 5 5 1 3 7 1 2 1 1 8 9 4 1 1 8
9 8 2 5 1 2 1 4 1 4 7 1 2 1 1 1 3 1 2 1 5 1 0 1 6 1 2 7 4
1 6 8 1 0 1 8 1 2 1 1 1 5 1 1 1 4 1 5 1 2 1 3 1 7 1 2 1 2 1 9 1 6 1 3
8 1 0 1 0 1 2 1 3 6 1 0 1 1 1 0 1 0 1 3 9 1 4 9 1 4 9 1 0
2 6 1 5 1 4 1 5 1 0 1 4 1 2 1 5 1 1 1 3 1 3 1 2 1 0 1 2 1 7 1 5 1 3 1 2
1 3 9 1 2 1 1 1 2 6 1 2 5 9 1 0 1 2 1 2 7 1 0 1 2 1 4
6 1 2 1 6 9 6 1 0 8 1 3 7 7 1 2 1 5 7 8 1 1 2 4 5 6
1 6 1 4 1 3 1 9 1 4 1 3 2 5 7 1 3 1 1 1 2 1 4 1 1 1 2 1 1 1 2 1 1
1 6 1 5 7 1 3 9 1 0 1 2 9 8 1 1 6 1 0 1 3 1 2 1 1 1 1 1 5 9
9 6 8 7 1 1 1 0 7 1 4 1 6 1 0 1 2 9 5 8 6 1 1 8 1 1
1 7 1 5 1 6 1 4 1 6 1 2 1 1 1 3 7 1 6 1 4 1 3 1 5 1 6 1 1 1 0 1 1 1 3
1 5 1 0 1 1 1 1 9 9 1 1 1 4 1 0 1 1 1 0 1 2 1 2 1 2 1 5 9 6 9
1 1 1 0 1 0 1 3 1 2 9 1 5 1 3 9 8 1 0 7 1 0 1 0 1 1 1 0 1 1 8
9 1 2 5 7 7 9 1 1 1 0 5 8 8 1 1 8 6 7 1 1 6 6
9 1 1 1 4 4 4 5 9 1 0 6 6 1 0 7 1 0 7 7 7 8 1 0
1 6 1 6 1 1 9 7 6 8 1 1 8 1 2 1 6 7 6 8 2 1 1 0 8
2 5 2 6 5 8 3 2 4 4 3 8 6 4 2 2 5 3
1 1 1 2 1 3 1 5 1 0 1 4 1 0 1 1 9 9 1 2 1 6 1 5 9 1 3 1 6 1 0 1 3
1 6 1 1 6 7 9 1 3 1 0 8 3 4 7 5 7 8 6 9 1 0 5
6 1
6 2
6 3
6 4
6 5
6 6
6 7
6 8
6 9
7 0
7 1
7 2
7 3
7 4
7 5
7 6
7 7
7 8
7 9
8 0
8 1
8 2
8 3
8 4
8 5
8 6
8 7
8 8
9 9
9 0
223
i
8
1 0
4
1 1
8
1 1
5
1 2
1 0
1 0
9
1 0
6
1 0
8
6
6
1 2
8
1 0
1 5
1 0
7
7
1 6
5
9
9
1 7
9
TABLE 4 7
RAW SCORES--MAiE-ERRORS
GROUP I I I
P r a c t i c e T r i a l s
2 3 4 5 6 7 8 9 1 0 1 1 1 2 1 3 1 4 1 5 1 6 1 7 1 8
1 1 8 9 7 1 0 5 7 6 4 6 5 5 1 3 9 3 8 8
1 0 9 4 7 8 1 0 1 0 1 1 ■ 5 1 0 7 8 6 1 0 4 9 8
1 1 8 1 3 8 1 0 1 0 1 2 1 0 1 1 1 0 1 1 7 1 1 1 1 8 1 2 1 2
8 1 0 8 1 7 8 8 1 1 1 3 1 7 1 1 9 1 2 1 2 6 1 2 1 0 1 0
1 1 7 8 1 1 1 2 1 2 1 1 1 2 7 1 1 6 9 9 1 0 1 7 1 5 7
7 1 9 1 2 9 1 1 1 4 1 3 1 3 1 1 8 6 6 9 1 2 8 7 9
7 1 1 7 1 1 7 8 1 5 1 2 3 5 1 0 5 7 4 1 0 5 8
1 2 9 1 2 8 8 1 2 8 1 1 1 1 1 0 1 1 6 1 1 1 1 9 1 1 1 2
9 1 3 1 2 8 1 1 1 0 1 0 1 5 7 1 0 1 3 7 1 1 7 8 1 0 1 1
1 1 1 1 1 0 7 3 8 8 1 0 5 1 2 1 7 1 4 8 8 7 7
1 2 1 2 1 0 1 3 8 1 4 8 8 1 2 9 5 1 4 1 3 1 2 6 9 8
1 0 1 0 9 1 2 8 1 5 8 8 9 1 2 1 3 1 0 1 3 1 2 1 5 1 0 7
8 7 8 1 2 8 6 9 7 1 1 1 0 1 4 9 5 8 1 2 1 0 8
1 4 2 4 1 3 1 9 1 7 8 1 0 1 6 1 1 9 1 0 1 1 1 0 1 4 9 1 1 1 3
1 2 9 1 4 3 8 1 1 8 7 9 8 9 8 9 8 1 0 8 8
6 8 1 2 9 1 0 8 6 7 8 7 9 7 7 9 7 7 1 0
9 7 7 9 8 7 6 8 4 7 1 0 9 6 5 1 1 7 7
8 1 1 1 6 1 4 1 6 1 4 1 0 1 2 1 8 1 2 1 2 8 7 9 1 4 1 2 8
1 1 7 9 1 4 9 1 6 1 3 1 3 1 5 9 7 1 3 9 9 1 1 6 8
7 1 0 1 1 1 2 1 0 1 1 6 9 1 0 7 7 1 0 1 4 8 6 9
2 0 2 0 1 5 1 3 1 4 1 6 1 6 9 6 1 0 1 2 1 4 7 1 2 1 5 9 1 2
1 1 5 8 2 7 1 1 1 1 6 1 0 1 3 9 6 1 0 1 5 1 3 8 8
1 2 1 1 1 0 1 4 1 5 1 3 1 7 8 1 2 1 3 1 1 1 7 1 1 8 8 1 2 9
6 1 2 1 4 2 1 1 1 1 0 1 2 1 3 1 5 1 4 1 2 9 1 2 8 3 7 1 8
1 4 1 3 1 2 1 8 1 4 1 4 1 5 1 4 2 0 1 4 1 3 2 3 1 1 1 1 1 1 1 3 1 6
4 9 1 1 9 8 8 1 0 1 1 9 7 1 0 9 1 0 4 7 1 2 8
1 4 4 8 8 1 3 7 6 7 1 0 6 6 7 1 1 6 1 2 5 7
9 1 2 1 5 9 1 0 1 8 1 2 1 6 5 1 3 1 5 7 1 1 1 1 9 1 0 1 0
1 3 1 3 1 5 1 3 1 4 1 2 1 1 1 4 1 2 1 2 1 1 1 2 1 0 9 1 2 9 8
7 7 1 0 1 3 1 4 7 9 1 6 8 1 0 1 3 1 1 1 4 9 1 2 1 3 1 1
3
4
5
6
7
8
9
1 0
1 1
1 2
1 3
1 4
1 5
1 6
1 7
1 8
1 9
2 0
2 1
2 2
2 3
2 4
2 5
2 6
2 7
2 8
2 9
3 0
224
2 0
0
0
3
0
1
3
0
4
0
3
3
0
0
0
3
1
0
0
2
4
7
3
3
1
2
0
3
1
0
1
TABLE 4 8
RAH SCORES--BALANCE BOARD
GROUP I
P r a c t i c e T r i a l s
2 3 9 1 0 1 2 1 3 1 5 1 6 1 7
2 4 3 4 3 2
2 3 2 2 4 2
3 4 3 3 2 3
1 0
1 0
2 4
3 2
4 5 5 5 6 4 4 4
2 3
4 2
2 3
0 0
2 3
3 4 3 1 5 2
2 3 3 3 2 4
8 7 7 6 7 7
6 3 4 5 4 4
4 4 3 3 2 3
3 3 0 3 0
3 4
0 2
2 3
2 1
5 6
3 3
1 4
2 0
0 2
2 2
1 1
3 1
3 2
3 3
3 4
3 5
3 6
3 7
3 8
3 9
4 0
4 1
4 2
4 3
4 4
4 5
4 6
4 7
4 8
4 9
5 0
5 1
5 2
5 3
5 4
5 5
5 6
5 7
5 8
5 9
6 0
225
lo
0
3
0
1
1
2
2
0
0
2
2
2
0
4
1
4
0
0
0
0
0
0
0
0
2
0
0
0
0
0
TABLE 4 9
G R O U P II
P r a c t i c e T r i a l s
5 6 1 1 1 2 1 3 1 4 1 5 1 6 1 7 1 8
4 2
3 2
1 1
1 2
5 5
3 3
5 4
3 0
3 4
1 2
4 3
0 0
1 0
0 0
1 1
2 2
3 3
4 3
1 3
4 0
2 2 3 0
0 0 0 0
0 0 0 2
4 3 1 3
0 3 0 0
3 2 3 2
3 3
0 0
0 0
1 1
1 1
0 0
0 2
3 0
226
2 0
2
0
0
0
0
4
0
0
0
0
0
0
2
0
0
0
0
1
2
0
2
0
1
0
0
0
4
0
3
1
TABLE 50
R A W SCORES—BALANCE BO A R D
G RO O P I I I
P ractice T r ials
1 2 3 4 5 6 7 8 9 10 U 12 13 14 15 16 17 18
5 6 5 5 3 4 3 3 3
0 0 0 0 0 0 0 1 0
5 1 0 0 0 0 0 0 0
1 4 3 4 1 1 1 2 2
2 3 1 0 4 0 0 1 0
5 5 6 5 3 3 5 4 4
0 0 0 0 1 0 0 0 0
4 0 0 0 0 0 0 0 0
2 0 0 0 1 2 0 0 0
0 0 0 0 0 0 0 1 0
1 0 0 1 0 0 0 0 0
0 0 1 1 0 0 0 1 1
5 4 2 3 4 5 4 2 3
0 1 0 0 1 0 0 0 1
2 0 0 1 0 0 0 1 0
2 0 0 1 1 0 1 0 0
4 1 0 0 0 0 0 1 0
1 4 1 1 0 0 2 2 2
2 3 2 1 1 2 1 3 2
4 5 4 3 5 4 4 3 3
2 1 1 0 0 0 1 0 1
0 0 0 0 0 0 0 0 0
2 2 2 2 3 2 2 1 2
3 0 0 0 2 0 0 0 0
2 0 2 3 0 0 2 1 0
2 0 0 0 0 1 2 0 0
3 4 4 5 4 2 4 2 2
0 0 0 0 0 0 0 0 0
4 5 4 3 5 3 3 3 3
4 2 1 1 0 0 1 2 0
1 1 2 2 3 2 1 0
0 0 0 0 0 0 1 0
1 0 0 1 1 0 0 1
0 1 4 1 0 1 0 2
2 0 1 2 0 0 2 2
3 5 5 4 5 4 4 4
0 0 0 1 0 0 0 0
1 0 0 0 0 0 0 1
0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0
0 0 0 0 0 1 0 0
0 0 0 0 1 0 0 1
3 2 2 3 3 3 5 4
1 0 0 0 0 0 0 0
1 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0
1 0 0 2 0 0 0 0
0 0 1 1 1 1 1 1
2 1 1 1 2 1 0 2
3 2 3 1 1 1 0 1
0 0 0 0 0 0 0 0 0
0 0 0 0 0 1 0 0 0
2 1 2 1 2 3 0 0 0
1 0 0 0 0 0 0 0 0
0 1 2 1 2 2 0 2 0
0 0 0 0 0 0 0 2 0
3 113 1 1 3 10
0 1 0 0 0 0 0 0 0
3 3 2 4 3 3 3 2 3
0 0 0 0 0 1 2 0 0
2 2 1
TABLE 5 1
RAW SCORES--LACROSSE
GROUP I
P r a c t i c e T r i a l s
S u b j e c t
1 2 3 4 5 6 7 8 9 1 0 1 1 1 2 1 3 1 4 1 5 1 6 1 7 1 8 1 9 2 0
1 1 1 3 2 2 2 4 4 3 3 4 2 4 2 4 6 2 3 5
2 2 4 4 3 3 1 4 4 4 3 3 5 5 2 3 4 2 3 5
3 0 1 I 1 2 6 0 2 1 0 1 1 2 1
4 1 4 3
4 4 3 2 1 2 2 3 0 3 3 2 2 1 2
3 3 0 3
5 2 6 7 2 6 6 7 5 8 4 7 6 5 4 3 7 4 5
6 0 3 1 1 2 0 1 1 2 1 3 2 1
2 1 3 3
1 5 6 6 5 5 6 6 6 5 4 6 7 5 7 6 6 6 7 6
8 2 4 4 5 4 5 6 3 4 5 4 5 6 3 2 6 1 7
9 1 1 3 1 1 2 1 ' 1 0 2 1 2 3 2 1 4 3 2 2
1 0 3 1 1 3 3 3 4 2 3 4 3 2 2 2 4 2 5 2 5
1 1 0 2 1 2 3 0 2 3 1 3 1 4 4 1 0 1 0 2
1 2 2 2 6 4 5 6 8 4 5 5 6 7 9 7 4 8 6 7 2
1 3 0 1 3 1 1 3 0 1 2 3 1 1 1 2 2 4 3 2 5
1 4 3 5 4 4 2 7 5 4 3 5 3 5 4 1 5 6 4 4 3
1 5 1 1 1 3 1 2 0 1 1 2 2 0 0 2 0 0 1 1
1 6 4 3 1 1 5 3 3 3 3 2 5 6 3 6 2 5 3 1 3
1 7 4 2 4 2 2 2 2 4 5 3 4 5 5 4 3 3 4 3 6
1 8 2 1 2 5 5 4 1 4 4 2 2 3 4 4 1 4 4 3 5
1 9 0 2 3 1 2 1 3 2 2 2 4 2 2 4 1 2 2 2 3
2 0 2 2 2 1 0 2 1 2 3 2 1 0 0 2 0 3 2 4 3
2 1 2 1 0 1 1 0 0 0 0 1 0 0 0 0 0 1
2 2 2 1 2 1 0 3 3 3 3 2 4 1 2 2 0 2 1 2 3
2 3 3 4 5 2 4 5 5 2 6 4 1 4 2 1 2 3 2 3 5
2 4 1 3 1 2 2 2 1 2 1 2 3 0 3 4 2 1 2 1 2
2 5 1 3 1 1 1 1 4 2 0 1 1 1 1 4 4 3 2 1 2
2 6 3 1 4 2 1 3 0 4 4 5 2 0 5 1 2 3 3
2 7 2 2 5 3 4 3 3 1 2 4 4 2 2 3 4 5 5 4 3
2 8 4 2 5 3 4 2 3 2 2 2 5 2 6 3 5 5 4 5
2 9 2 0 2 3 3 5 3 2 2 1 3 2 2 4 4 4 3 3 3
3 0 2 1 2 0 3 2 3 3 3 2 1 2 2 4 4 3 2 1 4
1
1
0
2
0
5
0
2
0
0
1
2
4
3
0
1
0
0
3
4
1
2
0
1
0
0
3
2
2
2
3
228
20
0
0
6
4
2
2
1
3
1
3
2
5
1
3
2
4
5
1
3
2
3
2
3
3
2
5
3
T A B U 52
RAW SCORES— LACROSSE
GROUP I I
P r a c t i c e T r i a l s
3 4 9 10 1 2 1 3 1 5 1 6 1 7
2 3
5 6 4 3
2 6 3 2
3 3 4 2
4 4 2 2
3 2 4 4
2 4 3 4
2 2 3 2
4 4 3 3
0 0
3 3
3 3
3 2 2 4
2 2 3 2
4 2
2 3 1 3
4 5 3 4 4 4 5 4
4 6 3 6 4 4 6 6
0 1 0 0 1 0 1 0
15 2 2
0 2 0 2
2 1 1 1
3 3 2 1
4 4 2 2
3 2 3 3
2 2
3 2
3 4
3 2
2 2
1 1 5 2 2 2 2 6
2 0 0 2 1 3 1 0
3 4 5 2 3 6 4 5
0 1 1 2 1 1 2 4
2 3
3 6
4 3
4 3
3 2
4 3
3 3 3 4
1 2 3 4
3 5 4 0
2 2 9
TABLE 53
BAH SCORES--LACROSSE
GROUP I I I
P r a c t i c e T r i a l s
S u b j e c t
1 2 3 4 5 6 7 8 9 1 0 1 1 1 2 1 3 1 4 1 5 1 6 1 7 1 8 1 9 2 0
6 1 1 2 3 2 1 4 2 0 1 3 4 2 0 3 2 1 0 1 2 1
6 2 3 2 4 4 2 1 4 4 3 3 3 5 3 6 4 4 3 4 4 4
6 3 1 0 3 1 1 1 1 2 3 1 1 1 3 1 3 1 1 0 1
6 4 0 2 2 3 5 2 4 5 1 3 2 5 4 4 2 5 4 0 5
6 5 1 3 2 3 1 3 3 1 5 2 4 3 2 2 3 4 1 1 2 1
6 6 2 2 4 0 1 4 3 4 1 5 4 4 4 4 5 4 4 3 4 3
6 7 3 3 5 4 3 3 5 6 5 5 2 0 5 6 5 5 3 4 4 6
6 8 4 0 3 2 5 3 5 4 6 4 4 3 5 4 4 4 3 4 4 3
6 9 2 0 1 3 1 1 3 1 1 1 1 0 3 1 5 4 1 2 3
7 0 5 2 6 6 7 2 5 4 5 8 7 1 5 4 3 8 5 8 7 2
7 1 0 4 3 1 2 1 0 3 1 2 5 1 3 4 4 2 1 4 3 2
7 2 2 1 2 2 1 2 1 3 1 2 4 0 1 3 3 2 2 1 2
7 3 2 0 1 0 1 1 1 0 1 1 2 1 0 1 1 0 1 0 1
7 4 1 2 1 4 5 2 4 3 4 4 3 1 2 3 4 5 6 4 5 4
7 5 5 5 3 7 5 5 5 6 7 4 4 2 4 6 4 8 6 4 4 4
7 6 5 4 4 4 5 4 2 7 7 6 6 5 4 5 7 5 3 7 5 6
7 7 2 3 4 5 6 6 5 7 4 6 5 1 4 4 4 5 4 2 3 7
7 8 0 2 5 6 3 3 4 2 4 3 3 3 3 4 4 5 6 6 2 3
7 9 3 4 5 6 4 1 5 4 5 3 6 6 4 6 6 3 6 6 6 7
8 0 1 2 2 2 2 2 1 5 3 3 4 2 2 5 3 3 4 3 2 2
8 1 3 2 2 4 3 7 5 2 3 6 6 4 4 4 4 3 4 4 4 6
8 2 4 3 3 3 4 4 5 3 2 2 4 4 5 3 6 4 4 1 4 3
8 3 2 3 0 5 3 2 3 2 2 4 5 1 4 3 3 6 4 4 1 2
8 4 2 5 1 6 3 2 5 5 4 4 6 4 3 5 2 4 4 1 3 2
8 5 0 4 2 1 1 2 2 3 4 3 4 2 1 2 4 4 3 2 4 1
8 6 1 3 4 3 3 4 3 3 3 3 5 4 2 6 4 4 6 4 3 4
8 7 4 1 2 3 3 5 4 6 4 3 3 5 6 2 3 3 6 6 5 1
8 8 1 4 5 5 3 3 3 4 5 5 5 2 4 2 6 6 3 5 3 4
8 9 2 4 2 3 1 5 0 4 2 1 3 5 1 3 3 3 2 2 2 2
9 0 2 0 2 3 2 3 4 2 3 2 3 4 4 5 1 3 5 1 3 3
5
6
7
8
9
1 0
11
12
1 3
1 4
1 5
1 5
1 7
1 8
1 9
20
21
22
2 3
2 4
2 5
2 5
2 7
2 8
2 9
3 0
230
M
3
2
3
2
3
3
3
2
4
2
2
2
1
2
1
4
3
3
1
1
1
2
2
3
2
2
3
2
2
2
TABLE 5 4
RAW SCORES--FOOT VOLLEY
GROUP I
P r a c t i c e T r i a l s
1 2 3 4 5 6 7 8 9 1 0 1 1 1 2 1 3 1 4 1 5 1 5 1 7 1 8 1 9
0 4 2 3 3 2 3 3 3 3 3 2 3 3 3 3 2 4 3
4 3 4 2 1 2 2 2 3 3 2 2 3 3 2 2 3 3
2 3 1 2 2 4 1 1 2 2 2 2 2 1 2 2 3 3
2 2 2 1 2 3 1 2 2 3 2 3 1 2 1 1 2 2
2 3 2 4 4 3 2 1 2 3 1 1 1 4 4 2 2 2
2 1 2 1 1 1 2 2 1 1 1 3 2 3 3 2 2 2
1 3 3 2 5 4 3 5 2 2 2 3 4 2 2 2 2 2
1 3 2 2 2 2 2 5 1 2 3 3 3 3 2 2 3 2
1 2 5 3 3 1 3 4 3 2 3 3 2 4 3 1 2 3
3 3 2 3 1 1 2 1 2 1 3 2 2 1 3 3 3 2
1 1 2 2 3 2 3 2 2 1 1 3 2 1 1 2 1 2
3 2 3 5 2 3 5 3 2 3 4 4 5 3 7 3 3 4
4 2 1 2 1 2 3 2 2 2 2 1 2 3 2 2 2 3
2 4 2 2 2 2 3 2 4 3 3 2 3 3 3 5 3 4
1 2 1 2 1 2 2 2 1 2 3 1 4 1 1 2 1 2
3 1 2 3 3 1 1 1 2 2 2 2 2 2 1 4 3 1
3 2 2 4 3 4 3 3 3 2 3 3 2 3 4 3 3 4
3 1 2 3 1 2 2 2 2 1 4 3 1 3 4 4 4 4
2 2 2 2 1 3 3 2 2 3 2 2 2 2 2 2 2 1
2 3 2 3 2 2 2 1 2 3 2 3 2 3 2 3 1 3
1 3 3 2 2 1 1 2 2 2 1 1 1 1 2 2 1 1
2 2 3 3 2 3 1 2 4 2 3 2 1 1 2 1 1 2
2 3 2 2 2 1 3 2 3 2 3 3 3 1 1 3 2 1
4 2 3 1 1 2 3 1 4 2 2 1 2 1 2 2 3 2
2 3 1 2 2 2 1 1 1 2 1 2 2 1 3 3 2 3
2 1 2 2 3 2 2 3 3 3 1 2 3 2 3 3 3 3
3 3 3 2 4 3 3 2 3 2 3 3 4 2 4 5 2 5
2 2 2 2 1 0 2 2 1 2 2 2 1 3 1 1 1 1
2 2 2 3 2 1 1 L 2 3 2 2 2 2 3 13 4
2 2 2 2 2 2 1 1 2 2 2 2 2 2 3 2 2 2
2 3 1
TABLE 55
m SCORES--FOOT VOLLEY
GROUP I I
P r a c t i c e T r i a l s
S u b j e c t
1 2 3 4 5 6 7 8 9 1 0 1 1 1 2 1 3 1 4 1 1 6 1 7 1 8 1 9 2 0
3 1 1 1 2 1 2 2 2 1 2 2 3 2 1 1 2 4 2 0 2
3 2 2 2 2 1 1 1 2 1 1 1 1 1 1 1 1 1 2 2 1
3 3 4 5 1 3 1 2 2 2 2 2 3 2 3 2 4 3 1 3 4
3 4
2 2 2 1 2 2 3 2 1 2 1 1 2 1 3 1 2 3 2
3 5 2 2 2 3 2 2 1 2 1 2 4 4 3 2 3 2 2 3 2
3 6 0 1 1 1 2 2 1 3 2 2 2 3 0 3 3 2 0 3
3 7
2 2 1 2 2 1 1 1 1 2 2 2 3 2 2 1 1 2 1
3 8 1 1 1 2 3 3 1 2 2 1 3 0 1 0 0 1 2 0 1
3 3
2 3 2 2 1 1 2 2 1 2 1 1 2 1 2 1 2 1 1
4 0 2 1 1 2 2 3 2 3 2 3 2 1 1 2 2 2 2 3 2
4 1 2 3 1 1 3 2 3 2 2 3 2 3 2 3 1 3 2 2 4
4 2 2 2 2 1 1 1 3 1 1 2 1 2 2 2 1 1 1 1 2
4 3 3 1 3 2 2 3 2 3 2 3 2 2 3 2 1 3 2 2 2
4 4 2 1 2 2 2 1 2 2 2 2 2 1 1 1 1 2 2 2 3
4 5 2 1 2 2 3 4 2 3 2 3 2 4 4 3 3 4 4 3 2
4 6 1 1 1 1 2 1 1 2 1 2 2 2 2 1 1 1 1 1 1
4 7 5 2 3 3 2 2 3 2 2 1 4 2 2 2 4 3 2 3 2
4 8 2 3 3 1 3 1 4 1 1 1 3 4 1 4 3 3 2 3 3
4 9 1 2 1 2 3 3 2 3 2 4 5 2 3 1 3 1 5 2 4
5 0 1 2 2 2 3 1 2 2 2 2 1 3 3 2 1 1 2 2 2
5 1 1 2 3 3 3 3 1 3 2 3 2 3 1 3 2 2 2 2 2
5 2 3 2 4 5 2 2 2 3 4 1 3 2 2 4 3 3 3 3 3
5 3 I 2 3 1 3 3 2 2 2 2 2 3 2 3 3 1 2 1 1
5 4 2 2 3 3 2 3 1 2 1 3 2 1 2 2 1 2 1 2 2
5 5 2 2 3 3 2 3 4 3 3 4 1 3 2 2 2 2 3 2 1
5 6 3 1 1 4 1 3 3 2 2 1 2 3 2 2 3 2 2 4 2
5 7 3 1 3 2 3 3 2 3 3 4 2 2 2 3 2 2 2 2 2
5 8 2 2 1 2 2 1 2 2 2 3 1 2 2 1 2 1 1 1 1
5 9 2 2 3 2 2 2 5 3 3 3 3 2 3 3 4 3 3 3 5
6 0 2 3 2 2 2 3 4 3 1 2 3 3 3 3 3 4 3 3 1
232
i
3
4
2
2
1
2
2
2
2
2
3
1
3
3
3
2
2
2
3
1
2
3
4
2
2
3
1
2
2
2
TABLE 56
RAW SCORES--FOOT VOLLEY
GROUP I I I
Practice T r ials
I 2 3 4 5 6 7 8 9 10 U 12 13 14 15 16 17
2 1 1 2 1 2 2 3 3 2 1 2 2 1 3 2 3
3 2 4 2 2 3 2 3 3 5 3 4 3 3 1 1 3
2 2 2 4 2 2 2 2 2 1 2 2 1 3 1 1 1
1 2 2 3 1 1 4 1 2 2 2 1 2 1 2 3 2
1 3 2 1 3 2 3 2 2 2 2 1 3 3 3 2 3
2 2 2 1 3 3 2 1 1 2 2 2 2 2 1 2 2
2 3 3 3 2 2 3 2 2 3 2 1 1 3 2 3 2
3 3 1 2 3 3 2 2 1 2 1 3 2 2 3 2 3
2 3 3 2 2 4 3 2 1 1 0 3 3 3 2 3 2
2 2 2 3 2 3 2 2 1 3 3 2 3 2 3 2 2
3 3 4 2 1 2 2 3 2 4 2 4 4 2 2 2 2
1 2 3 2 2 4 2 2 1 2 2 1 1 3 3 3 2
2 3 5 3 0 1 2 3 1 2 1 2 3 1 2 2 2
2 2 2 2 4 3 3 3 3 2 3 3 2 3 2 2 2
4 5 2 2 3 2 4 3 2 3 4 3 2 4 2 1 2
2 2 2 1 2 2 1 4 2 4 3 1 3 3 3 3 2
3 3 5 3 1 3 1 3 2 2 2 4 2 2 2 3 2
2 3 3 3 3 3 2 2 2 2 3 1 2 1 3 2 4
2 2 2 2 2 3 2 3 3 2 3 3 2 2 3 4 4
2 1 2 2 2 2 3 1 2 2 2 2 1 2 2 1 1
2 4 2 1 2 1 1 2 2 2 2 1 3 4 1 2 2
3 5 4 4 3 3 2 2 3 1 2 3 2 2 3 3 2
2 3 2 2 2 3 2 1 2 2 3 4 2 2 3 2 3
2 2 2 3 2 2 2 4 2 3 2 2 4 2 3 3 3
2 1 2 3 1 2 3 2 2 2 3 2 3 3 2 2 3
2 3 2 2 2 2 2 2 1 1 2 2 1 2 2 2 3
1 1 1 2 1 2 2 3 2 1 4 2 2 2 2 2 3
2 3 2 2 1 1 2 2 2 2 2 1 2 1 3 1 2
2 1 0 3 1 1 2 2 3 3 3 2 2 3 2 0 3
2 2 3 2 2 2 1 3 2 4 2 3 2 2 1 1 1

Asset Metadata

Creator Purdy, Bonnie Jean (author)

Core Title The Effect Of Number Of Practice Trials In Initial Learning On Retention And Relearning Of Motor Skills

Contributor Digitized by ProQuest (provenance)

Degree Doctor of Philosophy

Degree Program Education, Physical

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag Education, Physical,OAI-PMH Harvest

Format dissertations (aat)

Language English

Advisor Lockhart, Aileene (committee chair), Metfessel, Newton S. (committee member), Metheny, Eleanor (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c18-328200

Unique identifier UC11358974

Identifier 6409309.pdf (filename),usctheses-c18-328200 (legacy record id)

Legacy Identifier 6409309.pdf

Dmrecord 328200

Document Type Dissertation

Format dissertations (aat)

Rights Purdy, Bonnie Jean

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA