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From:
Debra Swank <[log in to unmask]>
Reply To:
Lactation Information and Discussion <[log in to unmask]>
Date:
Wed, 29 Jan 2014 00:12:27 -0500
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You're welcome, Lynn.  Here are some more of my favorite examples:

- Learning to differentiate one identical twin from the other (another example by the psychologist William James):  parents learn this differentiation faster than the rest of the family, due to greater amounts of time spent staring at their babies (frequent repetition builds a more robust memory, including motor memory)

- Utensil-confusion (my term):  this behavior is readily observed by parents who provide their toddler with his/her first spoon and first fork.  When learning to use both implements over a close time span, and long before robust motor memory for the correct use of each implement is achieved, the toddler often attempts to use the fork like a spoon by using a scooping motion, and also attempts to use the spoon like a fork by using a piercing motion.  Many parents empathize with their toddler's difficulties and intuitively provide just one utensil for a period of consistent practice.  When basic mastery is displayed by the toddler for the use of that implement, then the other utensil is re-introduced. 

- Switching back and forth from racquetball to tennis, practicing racquetball one day and tennis the next, is no way to prepare for a semi-serious match or a highly competitive one.  As in an earlier example from another post re: not rehearsing with a softball when one is preparing for a competition in baseball, elite athletes would never risk adapting to the other similar yet different sport (because such adaptation is considered too costly).

- The golfer who arrives at the golf course, only to discover that his/her clubs were inadvertently left at home.  The club house typically has loaner clubs for these situations, and one could always borrow a teammate's clubs.  But the difficulty in transferring one's learning to a similar yet different set of clubs typically results in suboptimal performance or worse, accompanied by a particular sense of frustration.   Practice must be specific to the task for optimal performance.  

Forthcoming post:  a discussion on transfer of learning using precepts of similarity, re: finger-feeding vs. cup-feeding vs. nipple shields.  
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