| Abstract |
One of the first things you are told when studying motor learning is the distinction between learning (in the long-term) and performance (in the short-term). Performance in practice reflects temporary factors and only a delayed “retention” or transfer test, usually at least 24 h later, allows conclusions about learning (Schmidt & Lee, 2019). This distinction is critical because conditions that benefit performance during practice can have detrimental effects on learning (Kantak & Winstein, 2012). This performance–learning separation has also been captured in a motor learning framework, called the challenge point hypothesis (Guadagnoli & Lee, 2004), which is heavily based on concepts of desirable difficulties (Bjork and Bjork, 2011, Bjork, 1994), and focuses on individual differences in optimal challenge in practice needed to facilitate learning (termed functional task difficulty).
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