Rule Formation in a Rapid-Timing Task: A Test of Schema Theory

The manipulation of a rapid-timing task in which the relationship between the force produced and the resulting velocity could be nonlinear, provided a test of whether motor learning is based on (a) a schema (Schmidt, 1975) relating force and velocity, or (b) a representation of the mean force used in prior movements. Each of eight groups practiced under one of the possible combinations of linear or nonlinear force-velocity rules, variable or constant practice, and transfer to an internal or external target. For transfer performance, no main effects of training conditions were significant, nor was the predicted interaction between type of practice and type of rule. The movement time on the initial transfer trial also was examined. The results do not strongly support either the schema notion of skill acquisition or the mean-based notion. The value of a research approach which attempts to test directly the notion of rule formation is discussed.