Effects of presentation schedule on retention and prototype formation for kinesthetically presented figures

This study assessed the influence of blocked, random, and serial acquisition schedules on the learning of kinesthetically presented geometric patterns. Measures of both retention and prototype formation did not indicate an influence for type of presentation order. This nonsignificant finding is consistent with theories which purport that benefits of random and serial practice schedule result from the active involvement of the learner in both movement planning and the analysis of error information.