human
***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: Although intermixing different motor learning tasks via r and om schedules enhances long-term retention compared with " blocked " schedules , the mechanism underlying this context ual interference effect has been unclear . Furthermore , previous studies have reported inconclusive results in individuals poststroke . We instructed participants to learn to produce three grip force patterns in either r and om or blocked schedules and measured the context ual interference effect by long-term forgetting : the change in performance between immediate and 24-h posttests . Nondisabled participants exhibited the context ual interference effect : no forgetting in the r and om condition but forgetting in the blocked condition . Participants at least 3 mo poststroke exhibited no forgetting in the r and om condition but marginal forgetting in the blocked condition . However , in participants poststroke , the integrity of visuospatial working memory modulated long-term retention after blocked schedule training : participants with poor visuospatial working memory exhibited little forgetting at 24 h. These counterintuitive results were predicted by a computational model of motor memory that contains a common fast process and multiple slow processes , which are competitively up date d by motor errors . In blocked schedules , the fast process quickly improved performance , therefore reducing error-driven up date of the slow processes and thus poor long-term retention . In r and om schedules , interferences in the fast process led to slower change in performance , therefore increasing error-driven up date of slow processes and thus good long-term retention . Increased forgetting rates in the fast process , as would be expected in individuals with visuospatial working memory deficits , led to small up date s of the fast process during blocked schedules and thus better long-term retention Objective : To investigate progress toward motor recovery in patients with chronic hemiparesis ( mean time since stroke 3.2 years ) , comparing different types of practice schedules . Design : To increase voluntary control of the upper extremity , active neuromuscular stimulation was administered during blocked and r and om practice schedules as patients performed three specific movements : wrist/finger extension , elbow joint extension , and shoulder joint abduction . Methods : 34 stroke subjects volunteered to participate and were r and omly assigned to one of three treatment groups : blocked practice ( the same movement was repetitively performed on successive trials ) combined with active neuromuscular stimulation ; r and om practice ( different movements on successive trials ) along with active stimulation ; or no active stimulation assistance control group . Subjects completed two days of 90 minute training for each of two weeks with at least 24 hours of rest between sessions . A session was three sets of 30 successful active neuromuscular stimulation trials with the three movements executed 10 times/set . Results : Mixed design analyses on three categories of behavioural measures indicated motor improvements for the blocked and r and om practice /stimulation groups in comparison with the control group during the post-test period , with a larger number of blocks moved , faster premotor and motor reaction times , and less variability in the sustained muscular contraction task . Conclusions : Upper extremity rehabilitation intervention of active stimulation and blocked practice performed as well as stimulation/r and om practice . Moreover , these purpose ful voluntary movement findings support and extend sensorimotor integration theory to both practice schedules Summary When we have learned a motor skill , such as cycling or ice-skating , we can rapidly generalize to novel tasks , such as motorcycling or rollerblading [ 1–8 ] . Such facilitation of learning could arise through two distinct mechanisms by which the motor system might adjust its control parameters . First , fast learning could simply be a consequence of the proximity of the original and final setting s of the control parameters . Second , by structural learning [ 9–14 ] , the motor system could constrain the parameter adjustments to conform to the control parameters ' covariance structure . Thus , facilitation of learning would rely on the novel task parameters ' lying on the structure of a lower-dimensional subspace that can be explored more efficiently . To test between these two hypotheses , we exposed subjects to r and omly varying visuomotor tasks of fixed structure . Although such r and omly varying tasks are thought to prevent learning , we show that when subsequently presented with novel tasks , subjects exhibit three key features of structural learning : facilitated learning of tasks with the same structure , strong reduction in interference normally observed when switching between tasks that require opposite control strategies , and preferential exploration along the learned structure . These results suggest that skill generalization relies on task variation and structural learning Psychophysical studies of reaching movements suggest that h and kinematics are learned from errors in extent and direction in an extrinsic coordinate system , whereas dynamics are learned from proprioceptive errors in an intrinsic coordinate system . We examined consolidation and interference to determine if these two forms of learning were independent . Learning and consolidation of two novel transformations , a rotated spatial reference frame and altered intersegmental dynamics , did not interfere with each other and consoli date d in parallel . Thus separate kinematic and dynamic models were constructed simultaneously based on errors computed in different coordinate frames , and possibly , in different sensory modalities , using separate working-memory systems . These results suggest that computational approaches to motor learning should include two separate performance errors rather than one 24 7-yr.-old children and 24 university-age adults  practice d a ballistic aim ing task under either low context ual interference ( blocked practice ) or high context ual interference ( r and om practice ) . All subjects performed 90 acquisition trials , followed by 20 transfer trials and 15 retention trials . Similar to previous findings , the adults performed the acquisition trials better under blocked than under r and om conditions , yet performed the retention and transfer tests better after r and om than blocked practice . No differences in acquisition were found between blocked and r and om practice conditions for the children ; nevertheless , the r and om group performed the retention and transfer tests better than the blocked group . The results are discussed in relation to applied and theoretical issues of context ual interference Traditional motor learning theory emphasizes that skill learning is specific to the context and task performed . Recent data suggest , however , that subjects exposed to a variety of motor learning paradigms may be able to acquire general , transferable knowledge about skill learning processes . I tested this idea by having subjects learn five different motor tasks  , three that were similar to each other and two that were not related . A group of experimental subjects first performed a joystick- aim ing task requiring adaptation to three different visuomotor rotations , with a return to the null conditions between each exposure . They then performed the same joystick- aim ing task but had to adapt to a change in display gain instead of rotation . Lastly , the subjects used the joystick aim ing task to learn a repeating sequence of movements . Two groups of control subjects performed the same number of trials , but learned only the gain change or the movement sequence . Experimental subjects showed generalization of learning across the three visuomotor rotations . Experimental subjects also exhibited transfer of learning ability to the gain change and the movement sequence , result ing in faster learning than that seen in the control subjects . However , transient perturbations affected the movements of the experimental subjects to a greater extent than those of the control subjects . These data demonstrate that humans can acquire a general enhancement in motor skill learning capacity through experience , but it comes with a cost . Although movement becomes more adaptable following multiple learning experiences , it also becomes less stable to external perturbation This study was design ed to examine the effect of three practice models ( repetitions , r and om , and combined ) on the acquisition and retention of fundamental motor skills .  54 girls in Grade 4 were r and omly assigned to the three different practice groups who practice d three skills of ball rolling , racket striking , and ball kicking . All subjects received pretests , posttests , and a 3-wk . retention test . Performance was significantly improved during practice in the three groups for the three skills . The repetitions group performed better than the other two groups at the end of practice . The context ual interference effect in retention was only shown for the racket-striking skill , in which the r and om group was significantly better than the repetitions and the combined groups . An attempt was made to attribute that specific result to the special characteristics of the striking skill in this study as an open skill with which subjects had a previous experience Two experiments are reported in which the question of whether or not context ual interference effects are found in motor tasks that require the acquisition of new coordination patterns was examined . Participants ( N = 18 , Experiment 1 ; N = 12 , Experiment 2 )  practice d 3 novel bimanual patterns ( 45 degrees , 90 degrees , and 135 degrees relative phase ) in either a r and om or a blocked order . No statistically significant acquisition or retention differences between groups were found when all 3 patterns were practice d on each of 2 days ( Experiment 1 ) . When the blocked group practice d 1 pattern on each of 3 acquisition days ( Experiment 2 ) , however , typical context ual interference effects were found : The blocked group performed better than the r and om group in practice , but the r and om group performed better than the blocked group in a delayed ( by I week ) retention test . The experiments revealed that context ual interference effects can arise in motor tasks that require the acquisition of new coordination patterns and are not limited to tasks involving novel scaling of a previously existing pattern INTRODUCTION Context ual interference ( CI ) effect predicts that a r and om order of practice for multiple skills is superior for learning compared to a blocked order . We report a novel attempt to examine the CI effect during acquisition and transfer of anticipatory judgments from simulation training to an applied sport situation . METHOD Participants were required to anticipate tennis shots under either a r and om practice schedule or a blocked practice schedule .  Response accuracy was recorded for both groups in pretest , during acquisition , and on a 7-d retention test . Transfer of learning was assessed through a field-based tennis protocol that attempted to assess performance in an applied sport setting . RESULTS The r and om practice group had significantly higher response accuracy scores on the 7-d laboratory retention test compared to the blocked group . Moreover , during the transfer of anticipatory judgments to an applied sport situation , the decision times of the r and om practice group were significantly lower compared to the blocked group . CONCLUSION The CI effect extends to the training of anticipatory judgments through simulation techniques . Furthermore , we demonstrate for the first time that the CI effect increases transfer of learning from simulation training to an applied sport task , highlighting the importance of using appropriate practice schedules during simulation training ABSTRACT There is evidence that the learning benefits of context ual interference ( CI ) are moderated by experience , yet we do not know if these experiences are related to specific practice with r and om schedules . In two experiments , CI practice schedule was manipulated on Day 1 . We evaluated its impact on 3 new tasks on Day 2 ; in the same or different practice schedule ( Experiment 1 ) or when participants chose their practice ( Experiment 2 ) . Typical CI effects were observed for both sets of tasks , although on Day 2 , there were no longer any costs from r and om practice . Previous practice affected how practice was scheduled . The prior r and om group switched more than the prior blocked group . Although switching was related to retention , overall the groups did not differ . Therefore , specific experiences with a method of practice influence later choices about how to practice , performance in practice , but not necessarily what is retained Earlier studies have raised questions about the usefulness of variable and r and om practice in learning motor tasks so this study was design ed to investigate the effects of context ual interference in young children , and specifically to evaluate the effectiveness of variable or r and om practice structure in 6-yr.-old boys and girls . Participants on a variable practice schedule showed better performances than those on a blocked schedule . The differences between the two groups were significant in the acquisition , retention , and transfer phases . These results support the hypothesis that context ual interference enhances skill learning . Because the study involved groups of young children in the setting of their normally scheduled physical education class , the practical applications of the results are evident This experiment was design ed to Investigate the varying conditions of context ual interference within three age groups . 40 5-yr.-olds , 40 7-yr.-olds , and 40 11-yr.-olds practice d the task of throwing beanbags under either low context ual interference ( blocked practice ) , high context ual interference ( r and om practice ) , or medium context ual interference ( combined practice ) . All subjects performed 30 acquisition trials , 12 retention trials and 6 transfer trials . Analysis indicated that only the 7-yr.-old subjects differed in their performance in the various practice groups . As hypothesized and suggested by developmental theories , the combined and blocked practice groups acquired the task better . On the other h and , the 5- and 11-yr.-olds did not differ in performance in the different practice groups . Whether this is associated with difficulty of the task or the length of practice can be assessed in further study . Context ual interference in different age groups needs further investigation This study investigated the role played by Blocked ( low context ual interference ) and R and om ( high context ual interference ) schedules in the acquisition of rhythmic footstep sequences by adolescent females ( N = 40 , M age = 15.8 yr . , SD = 1.3 ) . After a baseline assessment ( T0 ) , motor learning was assessed after six sessions ( T1 ) in terms of the participants ' ability to reproduce the step sequences using visual and auditory guidance . A retention test ( T2 ) also occurred 21 days after T1 . Analysis of variance yielded significant main effects of group , test , and an interaction . Both groups improved performance from T0 to T1 , but the Blocked schedule group outperformed the R and om schedule group at T2 . Significant group differences were not observed at T2 . The R and om schedule group 's performance did not significantly change from T1 to T2 , and the Blocked schedule group 's performance significantly decreased . Apparently , the learning of rhythmic footstep dance sequences was not influenced by practice organization OBJECTIVE To determine the effect of different motor learning schedules on stroke patients '  rate of acquisition and retention of a functional movement sequence using the hemiparetic upper limb . DESIGN R and omized controlled group study using a retention design with two retention trials . SETTING Outpatient neurorehabilitation clinic . PATIENTS Twenty-four patients with chronic hemiparesis secondary to a single unilateral cerebral stroke without evidence of severe cognitive or language impairment . MAIN OUTCOME MEASURE The primary hypothesis was that hemiparetic motor learning that occurred under conditions of context ual interference ( ie , r and om practice ) would be retained better than learning that occurred under conditions of repetitive drill ( blocked practice ) . RESULTS A significant difference was found among the three groups ( ie , r and om- practice , blocked- practice , control ) on both the first retention measure ( chi 2 = 13.50 , p < .01 ) and the second retention measure ( chi 2 = 12.59 , p < .01 ) . More importantly , a significant difference was 
    Output:
    
agent
***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: Although intermixing different motor learning tasks via r and om schedules enhances long-term retention compared with " blocked " schedules , the mechanism underlying this context ual interference effect has been unclear . Furthermore , previous studies have reported inconclusive results in individuals poststroke . We instructed participants to learn to produce three grip force patterns in either r and om or blocked schedules and measured the context ual interference effect by long-term forgetting : the change in performance between immediate and 24-h posttests . Nondisabled participants exhibited the context ual interference effect : no forgetting in the r and om condition but forgetting in the blocked condition . Participants at least 3 mo poststroke exhibited no forgetting in the r and om condition but marginal forgetting in the blocked condition . However , in participants poststroke , the integrity of visuospatial working memory modulated long-term retention after blocked schedule training : participants with poor visuospatial working memory exhibited little forgetting at 24 h. These counterintuitive results were predicted by a computational model of motor memory that contains a common fast process and multiple slow processes , which are competitively up date d by motor errors . In blocked schedules , the fast process quickly improved performance , therefore reducing error-driven up date of the slow processes and thus poor long-term retention . In r and om schedules , interferences in the fast process led to slower change in performance , therefore increasing error-driven up date of slow processes and thus good long-term retention . Increased forgetting rates in the fast process , as would be expected in individuals with visuospatial working memory deficits , led to small up date s of the fast process during blocked schedules and thus better long-term retention Objective : To investigate progress toward motor recovery in patients with chronic hemiparesis ( mean time since stroke 3.2 years ) , comparing different types of practice schedules . Design : To increase voluntary control of the upper extremity , active neuromuscular stimulation was administered during blocked and r and om practice schedules as patients performed three specific movements : wrist/finger extension , elbow joint extension , and shoulder joint abduction . Methods : 34 stroke subjects volunteered to participate and were r and omly assigned to one of three treatment groups : blocked practice ( the same movement was repetitively performed on successive trials ) combined with active neuromuscular stimulation ; r and om practice ( different movements on successive trials ) along with active stimulation ; or no active stimulation assistance control group . Subjects completed two days of 90 minute training for each of two weeks with at least 24 hours of rest between sessions . A session was three sets of 30 successful active neuromuscular stimulation trials with the three movements executed 10 times/set . Results : Mixed design analyses on three categories of behavioural measures indicated motor improvements for the blocked and r and om practice /stimulation groups in comparison with the control group during the post-test period , with a larger number of blocks moved , faster premotor and motor reaction times , and less variability in the sustained muscular contraction task . Conclusions : Upper extremity rehabilitation intervention of active stimulation and blocked practice performed as well as stimulation/r and om practice . Moreover , these purpose ful voluntary movement findings support and extend sensorimotor integration theory to both practice schedules Summary When we have learned a motor skill , such as cycling or ice-skating , we can rapidly generalize to novel tasks , such as motorcycling or rollerblading [ 1–8 ] . Such facilitation of learning could arise through two distinct mechanisms by which the motor system might adjust its control parameters . First , fast learning could simply be a consequence of the proximity of the original and final setting s of the control parameters . Second , by structural learning [ 9–14 ] , the motor system could constrain the parameter adjustments to conform to the control parameters ' covariance structure . Thus , facilitation of learning would rely on the novel task parameters ' lying on the structure of a lower-dimensional subspace that can be explored more efficiently . To test between these two hypotheses , we exposed subjects to r and omly varying visuomotor tasks of fixed structure . Although such r and omly varying tasks are thought to prevent learning , we show that when subsequently presented with novel tasks , subjects exhibit three key features of structural learning : facilitated learning of tasks with the same structure , strong reduction in interference normally observed when switching between tasks that require opposite control strategies , and preferential exploration along the learned structure . These results suggest that skill generalization relies on task variation and structural learning Psychophysical studies of reaching movements suggest that h and kinematics are learned from errors in extent and direction in an extrinsic coordinate system , whereas dynamics are learned from proprioceptive errors in an intrinsic coordinate system . We examined consolidation and interference to determine if these two forms of learning were independent . Learning and consolidation of two novel transformations , a rotated spatial reference frame and altered intersegmental dynamics , did not interfere with each other and consoli date d in parallel . Thus separate kinematic and dynamic models were constructed simultaneously based on errors computed in different coordinate frames , and possibly , in different sensory modalities , using separate working-memory systems . These results suggest that computational approaches to motor learning should include two separate performance errors rather than one 24 7-yr.-old children and 24 university-age adults  practice d a ballistic aim ing task under either low context ual interference ( blocked practice ) or high context ual interference ( r and om practice ) . All subjects performed 90 acquisition trials , followed by 20 transfer trials and 15 retention trials . Similar to previous findings , the adults performed the acquisition trials better under blocked than under r and om conditions , yet performed the retention and transfer tests better after r and om than blocked practice . No differences in acquisition were found between blocked and r and om practice conditions for the children ; nevertheless , the r and om group performed the retention and transfer tests better than the blocked group . The results are discussed in relation to applied and theoretical issues of context ual interference Traditional motor learning theory emphasizes that skill learning is specific to the context and task performed . Recent data suggest , however , that subjects exposed to a variety of motor learning paradigms may be able to acquire general , transferable knowledge about skill learning processes . I tested this idea by having subjects learn five different motor tasks  , three that were similar to each other and two that were not related . A group of experimental subjects first performed a joystick- aim ing task requiring adaptation to three different visuomotor rotations , with a return to the null conditions between each exposure . They then performed the same joystick- aim ing task but had to adapt to a change in display gain instead of rotation . Lastly , the subjects used the joystick aim ing task to learn a repeating sequence of movements . Two groups of control subjects performed the same number of trials , but learned only the gain change or the movement sequence . Experimental subjects showed generalization of learning across the three visuomotor rotations . Experimental subjects also exhibited transfer of learning ability to the gain change and the movement sequence , result ing in faster learning than that seen in the control subjects . However , transient perturbations affected the movements of the experimental subjects to a greater extent than those of the control subjects . These data demonstrate that humans can acquire a general enhancement in motor skill learning capacity through experience , but it comes with a cost . Although movement becomes more adaptable following multiple learning experiences , it also becomes less stable to external perturbation This study was design ed to examine the effect of three practice models ( repetitions , r and om , and combined ) on the acquisition and retention of fundamental motor skills .  54 girls in Grade 4 were r and omly assigned to the three different practice groups who practice d three skills of ball rolling , racket striking , and ball kicking . All subjects received pretests , posttests , and a 3-wk . retention test . Performance was significantly improved during practice in the three groups for the three skills . The repetitions group performed better than the other two groups at the end of practice . The context ual interference effect in retention was only shown for the racket-striking skill , in which the r and om group was significantly better than the repetitions and the combined groups . An attempt was made to attribute that specific result to the special characteristics of the striking skill in this study as an open skill with which subjects had a previous experience Two experiments are reported in which the question of whether or not context ual interference effects are found in motor tasks that require the acquisition of new coordination patterns was examined . Participants ( N = 18 , Experiment 1 ; N = 12 , Experiment 2 )  practice d 3 novel bimanual patterns ( 45 degrees , 90 degrees , and 135 degrees relative phase ) in either a r and om or a blocked order . No statistically significant acquisition or retention differences between groups were found when all 3 patterns were practice d on each of 2 days ( Experiment 1 ) . When the blocked group practice d 1 pattern on each of 3 acquisition days ( Experiment 2 ) , however , typical context ual interference effects were found : The blocked group performed better than the r and om group in practice , but the r and om group performed better than the blocked group in a delayed ( by I week ) retention test . The experiments revealed that context ual interference effects can arise in motor tasks that require the acquisition of new coordination patterns and are not limited to tasks involving novel scaling of a previously existing pattern INTRODUCTION Context ual interference ( CI ) effect predicts that a r and om order of practice for multiple skills is superior for learning compared to a blocked order . We report a novel attempt to examine the CI effect during acquisition and transfer of anticipatory judgments from simulation training to an applied sport situation . METHOD Participants were required to anticipate tennis shots under either a r and om practice schedule or a blocked practice schedule .  Response accuracy was recorded for both groups in pretest , during acquisition , and on a 7-d retention test . Transfer of learning was assessed through a field-based tennis protocol that attempted to assess performance in an applied sport setting . RESULTS The r and om practice group had significantly higher response accuracy scores on the 7-d laboratory retention test compared to the blocked group . Moreover , during the transfer of anticipatory judgments to an applied sport situation , the decision times of the r and om practice group were significantly lower compared to the blocked group . CONCLUSION The CI effect extends to the training of anticipatory judgments through simulation techniques . Furthermore , we demonstrate for the first time that the CI effect increases transfer of learning from simulation training to an applied sport task , highlighting the importance of using appropriate practice schedules during simulation training ABSTRACT There is evidence that the learning benefits of context ual interference ( CI ) are moderated by experience , yet we do not know if these experiences are related to specific practice with r and om schedules . In two experiments , CI practice schedule was manipulated on Day 1 . We evaluated its impact on 3 new tasks on Day 2 ; in the same or different practice schedule ( Experiment 1 ) or when participants chose their practice ( Experiment 2 ) . Typical CI effects were observed for both sets of tasks , although on Day 2 , there were no longer any costs from r and om practice . Previous practice affected how practice was scheduled . The prior r and om group switched more than the prior blocked group . Although switching was related to retention , overall the groups did not differ . Therefore , specific experiences with a method of practice influence later choices about how to practice , performance in practice , but not necessarily what is retained Earlier studies have raised questions about the usefulness of variable and r and om practice in learning motor tasks so this study was design ed to investigate the effects of context ual interference in young children , and specifically to evaluate the effectiveness of variable or r and om practice structure in 6-yr.-old boys and girls . Participants on a variable practice schedule showed better performances than those on a blocked schedule . The differences between the two groups were significant in the acquisition , retention , and transfer phases . These results support the hypothesis that context ual interference enhances skill learning . Because the study involved groups of young children in the setting of their normally scheduled physical education class , the practical applications of the results are evident This experiment was design ed to Investigate the varying conditions of context ual interference within three age groups . 40 5-yr.-olds , 40 7-yr.-olds , and 40 11-yr.-olds practice d the task of throwing beanbags under either low context ual interference ( blocked practice ) , high context ual interference ( r and om practice ) , or medium context ual interference ( combined practice ) . All subjects performed 30 acquisition trials , 12 retention trials and 6 transfer trials . Analysis indicated that only the 7-yr.-old subjects differed in their performance in the various practice groups . As hypothesized and suggested by developmental theories , the combined and blocked practice groups acquired the task better . On the other h and , the 5- and 11-yr.-olds did not differ in performance in the different practice groups . Whether this is associated with difficulty of the task or the length of practice can be assessed in further study . Context ual interference in different age groups needs further investigation This study investigated the role played by Blocked ( low context ual interference ) and R and om ( high context ual interference ) schedules in the acquisition of rhythmic footstep sequences by adolescent females ( N = 40 , M age = 15.8 yr . , SD = 1.3 ) . After a baseline assessment ( T0 ) , motor learning was assessed after six sessions ( T1 ) in terms of the participants ' ability to reproduce the step sequences using visual and auditory guidance . A retention test ( T2 ) also occurred 21 days after T1 . Analysis of variance yielded significant main effects of group , test , and an interaction . Both groups improved performance from T0 to T1 , but the Blocked schedule group outperformed the R and om schedule group at T2 . Significant group differences were not observed at T2 . The R and om schedule group 's performance did not significantly change from T1 to T2 , and the Blocked schedule group 's performance significantly decreased . Apparently , the learning of rhythmic footstep dance sequences was not influenced by practice organization OBJECTIVE To determine the effect of different motor learning schedules on stroke patients '  rate of acquisition and retention of a functional movement sequence using the hemiparetic upper limb . DESIGN R and omized controlled group study using a retention design with two retention trials . SETTING Outpatient neurorehabilitation clinic . PATIENTS Twenty-four patients with chronic hemiparesis secondary to a single unilateral cerebral stroke without evidence of severe cognitive or language impairment . MAIN OUTCOME MEASURE The primary hypothesis was that hemiparetic motor learning that occurred under conditions of context ual interference ( ie , r and om practice ) would be retained better than learning that occurred under conditions of repetitive drill ( blocked practice ) . RESULTS A significant difference was found among the three groups ( ie , r and om- practice , blocked- practice , control ) on both the first retention measure ( chi 2 = 13.50 , p < .01 ) and the second retention measure ( chi 2 = 12.59 , p < .01 ) . More importantly , a significant difference was 
    Output:
    