Components of Proactive Transfer in Motor Performance

Abstract

While many variables influence the transfer of learning, it has been suggested that preestablished strategies represent a key factor in intertask transfer. 48 subjects performed trials on a tracking task for which the stimulus conditions were held constant but the response requirements were reversed. Three experimental groups had differing amounts of practice on the original task, and a no-practice group served as a control. The resulting transfer effects were not related to the amount of previous practice, but only to the distinction between practice and no-practice groups. Although there was evidence of both proactive facilitation and interference, the predominant factor affecting performance appeared to be the preestablished response strategies of the experimental groups.