The Effect of Constant or Variable Training Distance on the Generalization of Throwing Skills
Why this work is in the frame
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Bibliographic record
Abstract
Background: Generalization is a vital aspect of real-life motor learning. We asked whether in a realistic skill (bean bag throwing) generalization occurs within or beyond the range of trained movements and whether this is different for constant or variable practice. Methods: what was your outcomes? How you measured them? In two experiments participants threw beanbags at a target at various distances. In the first experiment (n=24), two training groups threw beanbags to a constant near or far target and were examined at an intermediate transfer test. In the second experiment (n=80), participants trained either at a single target (constant), or two targets alternatingly (variable) with targets placed at different distances and they were tested for transfer within and beyond the training range. A control group was included which only performed the transfer tasks. Results: For the near transfer target, no group outperformed controls (P>.05), whereas all groups except the near constant group (P=.072) performed better than the control group at the intermediate target, and only the far constant training group performed better than controls at the far target (P<.02).
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it