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The concept of transfer-appropriate processing posits that the value of any particular acquisition or practice condition can only be evaluated when considered in the context of the particular transfer test used to evaluate learning. Further, learning appears to be 'optimized' when the processing activities promoted by the practice conditions are similar to the processing activities that are required by the transfer test. The concept is discussed with relevance to recent findings in the motor learning literature. Limitations and future directions regarding research with particular relevance to the constraints of transferappropriate processing are also discussed.