The neogibsonian approach holds that the processes of perceptual and perceptual-motor learning consist of improving the detection and use of the abundant information that exists in task environments. This claim is the starting point for a conceptual and methodological framework used for the analysis of learning. The conceptual framework includes the concepts of the education of attention and calibration and, more recently, the ones of potential-based and direct learning. The present article introduces the neogibsonian approach and describes the implications of that approach for the design of training programs. In particular, the article addresses an explanation for the beneficial effects of variability in practice methods, and it considers the way in which variability should be introduced so as to achieve the beneficial effects
