title: Auditory model enhances relative-timing learning.
abstract: In recent experiments (Q. Lai, C. H. Shea, & M. Little, 2000; C. H. Shea, G. Wulf, J. Park, & B. Gaunt, 2001), auditory models were found to be effective in enhancing relative-timing performance and learning in constant practice conditions. In the present experiment, the authors examined (a) whether an auditory model also enhances relative-timing learning in blocked and random practice conditions and (b) whether experience with the auditory model enhances participants' ability to produce the response by using different effector sequences. Participants (N = 48) were randomly assigned to 1 of 4 acquisition conditions in which an auditory model was or was not present and the practice schedule was blocked or random. In the acquisition phase, all participants alternately pressed 2 keys on a keyboard in an attempt to match 5 goal intervals. In the auditory model conditions, a sequence of tones was played before each acquisition trial. The tones represented the correct timing sequence for that trial. One retention and 3 effector-transfer tests without feedback were administered about 24 hr after the completion of acquisition. The results indicated that the auditory model enhanced relative-timing performance and learning independently of practice schedule. In addition, the auditory model enhanced relative timing on the effector-transfer tests, but absolute-timing performance and learning were not affected by the auditory model. Thus, relative timing was found to be effector independent but absolute timing was not.
authors.affiliation: Division of Health, Physical Education & Recreation, Wayne State University, Detroit, MI 48202, USA. qin_lai@wayne.edu
authors.forename: Qin
authors.initials: Q
authors.lastname: Lai
authors.forename: Charles H
authors.initials: CH
authors.lastname: Shea
authors.forename: Lisa
authors.initials: L
authors.lastname: Bruechert
authors.forename: Mark
authors.initials: M
authors.lastname: Little
mesh_terms: D001307:Auditory Perception / Q000502:physiology*; D004193:Discrimination Learning / Q000502:physiology*; D005260:Female; D006801:Humans; D008297:Male; D009048:Motor Skills / Q000502:physiology*; D013647:Task Performance and Analysis; D013998:Time Perception / Q000502:physiology*; D014163:Transfer, Psychology / Q000502:physiology; D055815:Young Adult