We tested how practice ‘dosing’ affects learning (within-session) and long-term retention of a grapho-motor skill in 7–8 year old children. In Experiment 1, participants practiced the production of a letter-form by connecting dots (Invented Letter Task, ILT) in a single session of 6-blocks, 12-blocks, or 24-blocks. Training on 24-blocks resulted in the fastest letter production at the end of the training session. By 4–5 weeks post-training, the 12-blocks group attained equally robust speed gains as the 24-blocks group, and was more accurate. No long-term gains were achieved after 6-blocks training. In Experiment 2, children who were afforded 6-blocks ILT practice on four consecutive days outperformed the single-session 24-blocks group by 4–5 weeks post-training. Overall, by 4–5 weeks post-training, the single-session 12-blocks practice group was most fluent and accurate. The results suggest that only a limited range of practice schedules may lead, efficiently to long-term gains in children's grapho-motor skill learning.

我们测试了“剂量”练习如何影响7-8岁儿童的学习（课内）和长期保留其运动能力。在实验1中，参与者通过在6块，12块或24块的单个会话中连接点（发明字母任务，ILT）来练习字母形式的产生。在培训课程结束时，以24块为单位进行培训导致了最快的信函生成速度。训练后4至5周，12个组的速度获得了与24个组相同的强劲速度，并且更加准确。经过6个步骤的训练后，没有取得长期收益。在实验2中，在训练后的4-5周内，连续四天接受6块ILT练习的孩子比单节24块组的孩子好。总体而言，到训练后4-5周，单节12节练习组最流畅，最准确。结果表明，只有有限范围的练习时间表才能有效地长期促进儿童的绘画运动技能学习。