Effects of Training Task Repetition on Retention and Transfer of Maintenance Skill

Abstract

To help guide training course revision efforts of the United States Army Ordnance Center and School (USAOCS), the present experiment examined effects of training task repetition on retention and transfer of maintenance skill. Five groups of 15 student Fuel and Electrical Repairmen, 63G military Occupational Specialty (MOS), performed from zero to four repetitions on testing charging system electrical output using the 500A Sun Test Stand. Each group received test stand familiarization instruction followed by one level of task repetition. Retention was tested immediately and 14 days after training. Transfer to a different charging system was tested immediately after the delayed retention test. Retention improved with task repetition and deteriorated over the intertest retention interval. Significant (p<.05) overall test improvements in task time (20%) and errors (39%) first occurred after three repetitions with no added benefit resultig from a fourth. Transfer was not affected by increased task repetition due to probable floor effects operating on the data. However, transfer was better after task repetition (1-4 repetition groups) than after familiarization alone (0 repetition group). It was concluded that task repetition during training enhances retention of maintenance skill. Three repetitions are most effective although this number will vary depending on training conditions. Transfer is best when training involves combined test equipment instruction and task performance. This report is intended for military training personnel.

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