Using error-estimation to probe the psychological processes underlying contextual interference effects

2021 ◽  
Vol 79 ◽  
pp. 102854
Author(s):  
Joseph L. Thomas ◽  
Bradley Fawver ◽  
Sarah Taylor ◽  
Matthew W. Miller ◽  
A. Mark Williams ◽  
...  
Keyword(s):  
Error Estimation ◽  
Contextual Interference ◽  
Psychological Processes ◽  
Interference Effects

Is the Contextual Interference Effect Generalizable to Computer Games?

1997 ◽  
Vol 84 (1) ◽  
pp. 3-15 ◽  
Author(s):  
Patricia A. Shewokis
Keyword(s):  
Computer Games ◽  
Sport Management ◽  
Computer Game ◽  
Contextual Interference ◽  
Task Characteristics ◽  
Interference Effects ◽  
Practice Schedule ◽  
Winter Olympics ◽  
Random Schedule ◽  
Multiple Tasks

The benefits of learning multiple tasks under an unstructured practice schedule have been extensively demonstrated in the laboratory. The purpose of the present study was to test contextual interference effects in a nonlaboratory setting using computer games as tasks. Undergraduate kinesiology and sport management majors ( N=19) played a computer game simulating the events of the winter Olympics. Participants were randomly assigned to either a Blocked or Random practice schedule, practicing 36 trials of three events. Delayed retention and transfer tests were performed after a 48-hr. retention interval. The dependent variable was time to complete an event. During transfer, participants in the Random schedule ( M = 248 sec.) were significantly faster than Blocked ( M = 263 sec.) participants. Results support and extend previous contextual interference findings. Transfer was facilitated for participants who learned the events in a Random practice order. Results are discussed in terms of the influence of task characteristics on learning.

Applying Contextual Interference to Snowboarding Skills

2002 ◽  
Vol 95 (3) ◽  
pp. 999-1005 ◽  
Author(s):  
Peter J.K. Smith
Keyword(s):  
Retention Test ◽  
Negative Transfer ◽  
Contextual Interference ◽  
The Other ◽  
Interference Effects

This investigation was designed to apply contextual interference to acquisition of snowboarding skills. 20 participants completed several acquisition stages lasting about 2 hours while either alternating the direction of the turn within each stage or completing the whole stage while attempting turns in one direction, then repeating the stage for the other direction of turn. Following acquisition, all participants returned 1 wk. later for a retention test. Alternating practice yielded better performance during acquisition and retention as measured by the arc and form attained within the turns. Because this differs from typical contextual interference effects, it is suggested that the relation between the skills may have affected the results. Negative transfer operating within blocked practice and increased between-task comparisons within alternating practice may be related to the similarity between the tasks.

Contextual interference effects on the acquisition of skill and strength of the bench press

2013 ◽  
Vol 32 (3) ◽  
pp. 472-484 ◽  
Author(s):  
Marshall A. Naimo ◽  
Michael C. Zourdos ◽  
Jacob M. Wilson ◽  
Jeong-Su Kim ◽  
Emery G. Ward ◽  
...  
Keyword(s):  
Bench Press ◽  
Contextual Interference ◽  
Interference Effects

Does Retroactive Inhibition Influence Contextual Interference Effects?

1994 ◽  
Vol 65 (2) ◽  
pp. 120-126 ◽  
Author(s):  
Patricia Del Rey ◽  
Xiaoying Liu ◽  
Kathy Jean Simpson
Keyword(s):  
Contextual Interference ◽  
Retroactive Inhibition ◽  
Interference Effects

Effects of Contextual Interference on Retention of Three Volleyball Skills

1990 ◽  
Vol 71 (1) ◽  
pp. 179-186 ◽  
Author(s):  
Karen E. French ◽  
Judith E. Rink ◽  
Peter H. Werner
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Contextual Interference ◽  
Interference Effects ◽  
School Students ◽  
Practice Schedules ◽  
Practice Condition ◽  
Produce Change ◽  
Class Period ◽  
Practice Trials

Previous research in motor learning has shown that random practice schedules facilitate retention and transfer of motor skills more than repetitive practice schedules. The purpose of this study was to investigate the generalizability of contextual interference effects. High school students (63 boys, 76 girls) from three physical education class periods were randomly assigned to one of three practice conditions, random, random-blocked, or blocked practice within a class period. Three teachers were randomly assigned to a practice group within a class period and taught a different practice condition each class period. There were nine groups with three practice groups per class period. Subjects practiced the volleyball forearm pass, set, or overhead serve for 30 trials every day for nine class periods. All subjects recorded scores for their practice trials each day during acquisition and were posttested after a 2-day retention interval. Analysis of variance indicated significant improvement in all groups but no significant effects of practice condition during acquisition or retention. These findings suggest that practice was long enough to produce change during acquisition. However, factors characteristic of physical education classes may reduce or mask contextual interference effects commonly observed in other settings.

Forgetting and Its Effect on Contextual Interference

1986 ◽  
Vol 30 (6) ◽  
pp. 519-523
Author(s):  
Patricia Del Rey ◽  
Emily Wughalter ◽  
Martna Carnes
Keyword(s):  
Cognitive Processing ◽  
Arrival Time ◽  
Light Stimulus ◽  
Contextual Interference ◽  
Interference Effects ◽  
Future Work ◽  
Processing Steps

Contextual interference effects (Battig, 1979) on memory and transfer were investigated using coincidence anticipation tasks in which subjects had to predict the arrival time of a light stimulus. A cognitive-motor interpolated activity was performed by one group of subjects and this condition was compared to blocked and random practice conditions. This study investigated the hypothesis of Lee & Magill (1985) that forgetting the cognitive processing steps in performance of a task would benefit retention. Results are discussed and recommendations for future work suggested.

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