ALTERNATING TASK MODULES IN ISOCHRONAL DISTRIBUTED TRAINING OF COMPLEX TASKS

We compared an alternating task modules (ATM) protocol-which alternate d sessions on Space Fortress, Phoenix (video-game-like tasks), and alg ebra word problems-with a massed protocol, which blocked sessions on t he tasks. The protocols were isochronal (equal in duration), each enta iling one week of training and testing. ATM gave the men and women an advantage in learning and retention Space Fortress and algebra word pr oblems; it did not change their performance on Phoenix. Arousal, not c onfidence or motivation, was implicated in the ATM advantage. The prac tical implication of demonstrating and describing ATM benefits is that real-world training often requires minimal durations. This pragmatic constraint favors ATM over frequently investigated anisochronal schedu les, in which spacing practice over long durations is more effective t han massing practice in short durations. Evaluations of retention, aro usal, motivation, and confidence began the process of testing theories that might be expanded to explain and ATM benefits.