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Related Experiment Video

Updated: May 8, 2026

Irrelevant Stimuli and Action Control: Analyzing the Influence of Ignored Stimuli via the Distractor-Response Binding Paradigm
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Reactive inhibition theory and intertrial correlations.

D K McBride1, R B Payne

  • 1a Department of Psychology , University of Georgia.

Journal of Motor Behavior
|August 17, 2013
PubMed
Summary
This summary is machine-generated.

Practice distribution significantly impacts psychomotor test performance. Distributed practice led to higher intertrial correlations compared to massed practice, supporting Hull

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Area of Science:

  • Cognitive Psychology
  • Motor Learning

Background:

  • Hull's theory of reactive inhibition suggests practice distribution influences learning.
  • Reminiscence measures have shown modest reliability in previous studies.
  • Intertrial correlations in psychomotor tasks are often assumed to be invariant across practice conditions.

Purpose of the Study:

  • To test the hypothesis that intertrial correlations are higher under distributed practice than massed practice.
  • To investigate the influence of practice distribution on psychomotor performance correlations.
  • To evaluate the validity of Hull's reactive inhibition principle.

Main Methods:

  • A conventional practice distribution paradigm was employed.
  • 168 Caucasian subjects participated in the study.
  • Bartlett's test for homogeneity of covariance matrices and a sign test for matched correlation pairs were used for analysis.

Main Results:

  • Bartlett's test confirmed the prediction regarding covariance matrices.
  • The sign test revealed significantly more instances of higher correlations under distributed practice.
  • Results indicate that intertrial correlations are not invariant with respect to practice distribution.

Conclusions:

  • The findings refute the prevailing view of invariant intertrial correlations.
  • The study strengthens the credibility of Hull's principle of reactive inhibition.
  • Practice distribution is a critical factor influencing the dynamics of psychomotor learning.