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In order to analyze the effectiveness of various learner strategies upon initial learning, retention, and subsequent transfer of a motor skill, 50 college-aged subjects were randomly assigned to one of five strategy conditions: imagery, chunking, verbalization, informed choice, and control. The task, a serial manipulation apparatus (SMA), required subjects to manipulate a predetermined sequence of buttons and switches. Following learning trials, subjects were administered a retention test. Additionally, a transfer task was administered in order to discern the generalizability of specific strategies. Separate analyses for errors by positions, total errors, and total time revealed that the informed-choice group performed better on the acquisition task than did the chunking, verbalization, or imagery groups, whereas the imagery group performed better on the transfer task than did the chunking, verbalization, and informed-choice groups.

The influence of learning strategies in the acquisition, retention, and transfer of a procedural task