Resolving problems with the skill retention literature: An empirical demonstration and recommendations for researchers.

Abstract

Questions about the degree of retention and decay for procedural skills, once acquired but not used for a period of time, have been raised repeatedly in basic and applied research. Despite widespread interest and numerous empirical investigations, definitive answers to the question "How much skill is retained after a period of disuse?" remain elusive. Shortcomings with the literature were identified that limit the ability of researchers to develop models of skill decay for various tasks, including medical/health care, military, sports, and other applications. Problems with design, measurement, analysis, and interpretation aspects of research are reviewed. An empirical study of acquisition and retention after a 1-month delay for four tasks is presented: (1) A mid fidelity air traffic control simulation, (2) a low-fidelity air traffic control task, and (3, 4) two versions of a perceptual/memory search task, with data from 150 participants. The results illustrate how different approaches to measurement and analysis lead to biased interpretations of decay, especially in the context of relearning. Recommendations are provided for research that can clarify decay functions for procedural tasks and may generate improved understanding and actionable models for refresher training programs to optimize skill retention over extended time periods. (PsycInfo Database Record (c) 2024 APA, all rights reserved).