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The case against learning and forgetting scores.

¹a Department of Physical Education , The University of Michigan.

Journal of Motor Behavior

|August 20, 2013

Summary

This summary is machine-generated.

This study redefines learning as habit strength gain, questioning the validity of gain scores for measuring motor skill learning and forgetting due to an unknown relationship between performance and habit strength. Solutions to this measurement dilemma are explored.

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Area of Science:

Motor Learning and Performance
Cognitive Psychology
Psychometrics

Background:

Gain and loss scores are commonly used to quantify learning and forgetting in motor skills.
The interpretation of these scores is often problematic due to underlying theoretical assumptions.
A critical issue is the
physicalism-subjectivism dilemma
regarding the relationship between observable performance changes and internal habit strength gains.

Purpose of the Study:

To critically evaluate the use of gain or loss scores in measuring motor skill learning.
To redefine learning as a change in habit strength.
To discuss the implications of the
physicalism-subjectivism dilemma
for research on individual differences and experimental design.

Main Methods:

Conceptual analysis of existing measurement practices in motor learning research.
Theoretical discussion of habit strength as a hypothetical construct.
Exploration of the
physicalism-subjectivism dilemma
and its impact on score interpretation.

Main Results:

Gain scores may yield meaningless interpretations of learning amount because the link between performance gains and habit strength gains is unknown.
The
physicalism-subjectivism dilemma
poses significant challenges for studies investigating individual differences in learning.
The dilemma also impacts the validity and interpretation of experimental designs in motor skill research.

Conclusions:

The frequent reliance on gain scores for measuring motor skill learning and forgetting is questioned.
Redefining learning as habit strength gain offers a theoretical framework but highlights measurement challenges.
Addressing the
physicalism-subjectivism dilemma
is crucial for advancing accurate measurement and understanding of learning processes.