Alternating Task Modules in Isochronal Distributed Training of Complex Tasks

Abstract

We compared an alternating task modules (ATM) protocol—which alternated sessions on Space Fortress, Phoenix (video-game-like tasks), and algebra word problems—with a massed protocol, which blocked sessions on the tasks. The protocols were isochronal (equal in duration), each entailing one week of training and testing. ATM gave the men and women an advantage in learning and retention on Space Fortress and algebra word problems; it did not change their performance on Phoenix. Arousal, not confidence or motivation, was implicated in the ATM advantage. The practical implication of demonstrating and describing ATM benefits is that real-world training often requires minimal durations. This pragmatic constraint favors ATM over frequently investigated anisochronal schedules, in which spacing practice over long durations is more effective than massing practice in short durations. Evaluations of retention, arousal, motivation, and confidence began the process of testing theories that might be expanded to explain and enhance ATM benefits.