Research dealing with the role of basic ability factors in motor learning has been characterized by an ever increasing realization of the high degree of task specificity associated with the acquisition of motor skills. Although various theoretical arguments have been offered to account for the changing factor structure of abilities which apparently accompanies increase in proficiency in motor performance, such theories have, by and large, ignored the role of information-processing models, as well as factors pertaining to human neurological organization. Theoretical positions and empirical research concerning the role of ability factors in motor learning are discussed and analyzed in the light of the limitations imposed by factors of task taxonomy.
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