Interlesson spacing and task-related processing during complex skill acquisition

College students in 2 experiments learned a complex laboratory task, Space Fortress, in a context representative of pilot training. Experiment 1 contr asted massed (n = 23) and distributed (n = 22) intervals between practice l essons. Experiment 2 contrasted 25-min interlesson activities of task-relev ant elaboration (n = 20) versus an arithmetic task (n = 20). Both experimen ts tested acquisition, retention, transfer from joystick to keyboard, and i nterference from a secondary tapping task. All tests favored the distribute d group and the elaboration group. Advantages during acquisition and retent ion were similar, contradicting temporary advantages predicted by the theor y of reactive inhibition and supporting long-term advantages predicted by r ecent theories extended to the present situational and task context.