It has been proposed by Eysenck (1965) that following massed practice conditions there is a period of consolidation of memory traces after S is no longer performing the learning task. An experiment was carried out attempting to interfere with the consolidation process. The effect of reading aloud' on reminiscence on a motor task was examined in 52 male students. Ss were given 3 learning periods of 5 min. of continuous practice; between learning periods, there was a 5-min. rest interval during which S was given either an experimental condition of reading or a control condition. It was found that the amount of reminiscence did not differ significantly under control and experimental conditions.
AmmonsR. B.Acquisition of motor skill: II. Rotary pursuit performance with continuous practice before and after a single rest. J. exp. Psychol., 1947, 37, 393–411.
3.
BachmanJ. C.Motor learning and performance as related to age and sex in two measures of balance coordination. Res. Quart., 1961, 32, 123–131.
4.
CatalanoJ. F.Arousal as a factor in reminiscence. Percept. mot. Skills, 1967, 24, 1171–1180.
5.
DigmanJ. M.Growth of a motor skill as a function of distribution of practice. J. exp. Psychol., 1959, 57, 310–316.
6.
EysenckH. J.A three factor theory of reminiscence. Brit. J. Psychol., 1965, 56, 163–181.
7.
KimbleG. A.An experimental test of a two-factor theory of inhibition. J. exp. Psychol., 1949, 39, 15–23.
8.
KimbleG. A.HorensteinB. R.Reminiscence in motor learning as a function of the length of interpolated rest. J. exp. Psychol., 1948, 38, 239–244.
9.
MeyerJ. L.Retention of balance coordination learning as influenced by extended lay-offs. Res. Quart., 1967, 38, 72–77.
10.
RachmanS.GrassiJ.Reminiscence, inhibition and consolidation. Brit. J. Psychol., 1965, 56, 157–162.
11.
WelchM.Prediction of motor skill attainment from early learning. Percept. mot. Skills, 1963, 17, 263–266.
