Research has shown that “performance is often an unreliable index of whether… long-term changes that constitute learning have taken place” (Soderstrom & Bjork, 2015).
Retention and/ or transfer tests are a better way to judge learning. In a retention test, the individual takes a break between practice and the retention test. The individual also takes the retention test under different conditions than practice. For example, a long distance runner who trains on a treadmill in a climate controlled environment would be taken to an outdoor track in the cold for a retention test. On the other hand, the transfer test tests generalizability of the learned skill with a similar skill. For example, the tennis player would play racquetball or badminton during a transfer test. Both of these tests address permanence.
Permanence is a concept central to motor learning. A task that is considered learned must be “accessible in various contexts” (Soderstrom & Bjork, 2015). Another way to describe this is generalization of learning. That is, “the degree to which newly acquired skills can be produced… in a new workspace or under new modes of movement” (Seidler, 2010).
Reference:
Magill, R. A., & Anderson, D. (2017). Motor learning and control: Concepts and applications (11th ed.). New York, NY: McGraw-Hill. ISBN-13: 9781259823992 URL: https://www.gcumedia.com/digital-resources/mcgraw-hill/2017/motor-learning-and- control_concepts-and-applications_11e.ph
Seidler, R. D. (2010). Neural correlates of motor learning, transfer of learning, and learning to learn. Exercise and Sport Sciences Reviews, 38(1), 3-9.
Soderstrom, N. C., & Bjork, R. A. (2015). Learning versus performance: An integrative review. Perspectives on Psychological Science, 10(2), 176-199.
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