Motor Learning Research

Adams J. A. (1971). A closed-loop theory of motor learning. Journal of Motor Behavior, 3, 111–150.

Carnahan H. Van Eerd D. L. Allard F. (1990). A note on the relationship between task requirement and the contextual interference effect. Journal of Motor Behavior, 22, 159–169.

Frega A. L. (1979). Rhythmic tasks with 3-, 4-, and 5-year-old children: A study made in the Argentine Republic. Bulletin of the Council for Research in Music Education, No. 59, 32–34.

Gallagher J. D. Thomas J. R. (1980). Effects of varying post-KR intervals upon children's motor performance. Journal of Motor Behavior, 12, 41–56.

Gallagher J. D. Thomas J. R. (1984). Rehearsal strategy effects on developmental differences for recall of a movement series. Research Quarterly for Exercise and Sport, 55, 123–128.

Gallagher J. D. Thomas J. R. (1986). Developmental effects of regrouping and recoding on learning a movement series. Research Quarterly for Exercise and Sport, 57, 117–127.

Gilbert J. P. (1979). Assessment of motoric music skill development in young children: Test construction and evaluation procedures. Psychology of Music, 7 (2), 3–12.

Kerr R. Koivu T. Blais C. (1989). Motor and verbal learning of movements. Perceptual and Motor Skills, 69, 331–337.

Lee T. D. Magill R. A. (1983). Locus of contextual interference in motor skill. Journal of Experimental Psychology: Learning, Memory and Cognition, 9, 730–746.

McCullagh P. Stiehl J. Weiss M. A. (1990). Developmental modeling effects on the quantitative and qualitative aspects of motor learning. Research Quarterly for Exercise and Sport, 61, 334–350.

Music Educators National Conference. (1981). Documentary report of the Ann Arbor Symposium: Applications of psychology to the teaching and learning of music. Reston, VA: MENC.

Rainbow E. (1981). A final report on a three-year investigation of rhythmic abilities of preschool aged children. Bulletin of the Council for Research in Music Education, Nos. 66–67, 69–73.

Schleuter S. L. Schleuter L. J. (1985). The relationship of grade level and sex differences to certain rhythmic responses of primary grade children. Journal of Research in Music Education, 33 (1), 23–30.

Schmidt R. A. (1975). A schema theory of discrete motor skill learning. Psychological Review, 82, 225–260.

Schmidt R. A. (1988). Motor Control and Learning (2d ed. Champaign, IL: Human Kinetics.

Shea C. H. Kohl R. M. (1991). Composition of practice: Influence on the retention of motor skills. Research Quarterly for Exercise and Sport, 62, 187–195.

Shea C. H. Morgan R. L. (1979). Contextual interference effects on the acquisition, retention, and transfer of a motor skill. Journal of Experimental Psychology: Learning, Memory, and Cognition, 5, 179–187.

Shea C. H. Wright D. L. (1991). When forgetting benefits motor retention. Research Quarterly for Exercise and Sport, 62, 293–301.

Singer R. (1986). Children in physical activity: Motor learning considerations. Effects of Physical Activity on Children: The American Academy of Physical Education, 19, 64–74.

Singer R. Suwanthada S. (1986). The generalizability effectiveness of a learning strategy on achievement in related close motor skills. Research Quarterly for Exercise and Sport, 57, 205–214.

Swinnen S. D. Schmidt R. A. Nicholson D. E. Schapiro D. C. (1990). Information feedback for skill acquisition: Instantaneous knowledge of results degrades learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 706–716.

Weiss M. A. (1983). Modeling and motor performance: A developmental perspective. Research Quarterly for Exercise and Sport, 54, 190–197.

Weiss M. A. Ebbeck V. Rose D. J. (1992). “Show and tell” in the gymnasium revisited: Developmental differences in modeling and verbal rehearsal effects on motor skill learning and performance. Research Quarterly for Exercise and Sport, 63, 292–301.

Weiss M. A. Klint K. A. (1987). “Show and tell” in the gymnasium: An investigation of developmental differences in modeling and verbal rehearsal of motor skills. Research Quarterly for Exercise and Sport, 58, 234–241.

Wilson F. R. Roehmann F. L. (1992). The study of biomechanical and psysiological processes in relation to musical performance. In Colwell R. , (Ed.) Handbook of Research on Music Teaching and Learning. New York: Schirmer Books, 509–534.

Winstein C. J. Schmidt R. A. (1990). Knowledge of Results Enhances Motor Learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 677–691.

Wood C. A. Ging C. A. (1991). The role of interference and task similarity on the acquisition, retention, and transfer of simple motor skills. Research Quarterly for Exercise and Sport, 62, 18–26.

Wright D. L. (1992). The role of intertask and intratask processing in acquisition and retention of motor skills. Journal of Motor Behavior, 23, 139–145.

Wright D. L. Li Y. Whitacre C. (1992). The contribution of elaborative processing on the contextual interference effect. Research Quarterly for Exercise and Sport, 63, 30–37.

Wrisberg C. A. Liu Z. (1991). The effect of contextual variety on practice, retention, and transfer of an applied motor skill. Research Quarterly for Exercise and Sport, 62, 406–412.

Wulf G. Schmidt R. A. (1989). The learning of generalized motor programs: Reducing the frequency of knowledge of results enhances memory. Journal of Experimental Psychology: Learning, Memory and Cognition, 15, 748–757.