What Is the Level of Contextual Interference in Serial Practice? A Meta-Analytic Review

2021 ◽  
pp. 1-19
Author(s):  
Guilherme M. Lage ◽  
Larissa O. Faria ◽  
Natália F.A. Ambrósio ◽  
Athos M.P. Borges ◽  
Tércio Apolinário-Souza
Keyword(s):  
Motor Learning ◽  
Interference Effect ◽  
Web Of Science ◽  
Contextual Interference ◽  
Isi Web Of Science ◽  
Analytic Review ◽  
Scopus Database ◽  
The Difference ◽  
Meta Analyses ◽  
Over 40 Years

For over 40 years, the contextual interference effect in motor learning has been investigated. While the difference between levels of contextual interference experienced under blocked and random practice are well established, the difference in the levels of contextual interference experienced under serial and random practice is still ambiguous. Therefore, a meta-analytic review was conducted to clarify this inconsistency. We focused on one question: Do random practice and serial practice have the same effect on motor learning? ISI Web of Science, PubMed, and Scopus database were searched. Nine studies were included. The results of our meta-analyses show that serial and random practices present the same results in terms of performance in retention and transfer tests. This result is aligned to the original finding of the contextual interference effect, as well as its explanatory hypotheses. In addition, a complementary explanation in defense of the same mechanisms operating in serial and random practices is discussed. In conclusion, our results suggest that serial practice present high contextual interference.

scholarly journals Neural Correlate of the Contextual Interference Effect in Motor Learning: A Kinematic Analysis

2009 ◽  
Vol 41 (3) ◽  
pp. 232-242 ◽  
Author(s):  
Chien-Ho (Janice) Lin ◽  
Beth E. Fisher ◽  
Allan D. Wu ◽  
Yi-An Ko ◽  
Lung-Yee Lee ◽  
...  
Keyword(s):  
Motor Learning ◽  
Interference Effect ◽  
Kinematic Analysis ◽  
Contextual Interference ◽  
Neural Correlate

scholarly journals The Contextual Interference Effect on Sport-Specific Motor Learning in Older Adults

2015 ◽  
Vol 16 (3) ◽  
Author(s):  
Marina G.T.X. de Souza ◽  
Marcelo E.S. Nunes ◽  
Umberto C. Corrêa ◽  
Suely dos Santos
Keyword(s):  
Older Adults ◽  
Motor Learning ◽  
Task Performance ◽  
Interference Effect ◽  
Contextual Interference ◽  
Random Group ◽  
Physically Active ◽  
Similar Performance ◽  
Improved Performance ◽  
Practice Time

AbstractPurpose. The aim of this study was to investigate the contextual interference effect on learning a sport-related task in older adults. Methods. We selected 40 physically active individuals aged 65-80 years that were randomly divided into random and blocked practice groups. The task comprised throwing a bocce ball to three targets at distances of 2, 4 and 6 m. Practice consisted of 120 trials divided into two sessions. Two retention tests at a distance of 4 m were conducted (post-10 min and 24 h) and then two transfer tests with a target at 5 m (post-24 h) were performed with the preferred and non-preferred hand. Task performance and movement patterns were measured. Results. Comparisons between the practice groups revealed no contextual interference effect (p > 0.05); the random group showed improved performance during practice (p < 0.05) but the blocked group did not. Overall, the results showed similar performance between the groups in the retention and transfer tests, although it was inferred that the blocked group made insufficient corrective adjustments. Conclusions. It was concluded that contextual interference did not affect the learning of a sport-based skill in older adults. Nonetheless, it can be argued that the parameter modifications may have negatively influenced learning this task by the practice groups and/or they may have required more practice time.

Attention and the Contextual Interference Effect for a Continuous Task

1997 ◽  
Vol 84 (1) ◽  
pp. 83-92 ◽  
Author(s):  
Peter J. K. Smith
Keyword(s):  
Motor Learning ◽  
Interference Effect ◽  
Task Difficulty ◽  
Necessary Conditions ◽  
Contextual Interference ◽  
Transient Increase ◽  
Facilitative Effect ◽  
Motor Tasks ◽  
Interference Order

Many studies have shown that practicing several motor tasks in a random (high contextual interference) order promotes motor learning relative to practicing the same tasks in a blocked order (low contextual interference). The facilitative effect of high contextual interference has been attributed to more frequent intertask comparisons, greater difficulty in recalling task solutions between trials, and the dissimilarity among the various tasks. Each of these explanations suggests that task difficulty is increased by high contextual interference. The hypothesis of this study was that this increase in task difficulty during practice would be associated with a higher attention load during practice. This hypothesis was supported; however, high contextual interference promoted only a transient increase in retention. The short-lived effect was attributed to the continuous nature of the task and was discussed in terms of the necessary conditions for contextual interference to emerge.

scholarly journals Impact of Educational Technology on Teacher Stress and Anxiety: A Literature Review

2021 ◽  
Vol 18 (2) ◽  
pp. 548
Author(s):  
José-María Fernández-Batanero ◽  
Pedro Román-Graván ◽  
Miguel-María Reyes-Rebollo ◽  
Marta Montenegro-Rueda
Keyword(s):  
Systematic Review ◽  
Educational Technology ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Web Of Science ◽  
Teacher Stress ◽  
Bibliographic Databases ◽  
Technology In The Classroom ◽  
Stress Symptoms ◽  
Meta Analyses

Educational technology has become an increasingly important element for improving the teaching and learning process of students. To achieve these goals, it is essential that teachers have the skills they need to be able to introduce technology into their teaching practice. However, this is often overwhelming and stressful for many of them. The aim of this review was to find out how research on teacher stress and anxiety associated with the use of educational technology was proceeding. A systematic review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines through the following bibliographic databases: PubMed, Web of Science, and Scopus. Sixteen articles were found from the review. The main findings show that teachers present high levels of anxiety or stress due to their use of educational technology in the classroom. Among the conclusions, the need for research on different strategies to prevent the emergence of these anxiety and stress symptoms in teachers stands out.

Primary Crime Prevention Apps: A Typology and Scoping Review

2021 ◽  
pp. 152483802098556
Author(s):  
Mark A. Wood ◽  
Stuart Ross ◽  
Diana Johns
Keyword(s):  
Crime Prevention ◽  
Scoping Review ◽  
Decision Aid ◽  
English Language ◽  
Web Of Science ◽  
Evidence Base ◽  
Smartphone Apps ◽  
Initial Sample ◽  
Language Research ◽  
Meta Analyses

In the last decade, an array of smartphone apps have been designed to prevent crime, violence, and abuse. The evidence base of these apps has, however, yet to analyzed systematically. To rectify this, the aims of this review were (1) to establish the extent, range, and nature of research into smartphone apps with a primary crime prevention function; (2) to locate gaps in the primary crime prevention app literature; and (3) to develop a typology of primary crime prevention apps. Employing a scoping review methodology and following Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, studies were identified via Web of Science, EBSCOhost, and Google Scholar. We included English-language research published between 2008 and 2020 that examined smartphone applications designed explicitly for primary crime prevention. Sixty-one publications met our criteria for review, out of an initial sample of 151 identified. Our review identified six types of crime prevention app examined in these publications: self-surveillance apps, decision aid apps, child-tracking apps, educational apps, crime-mapping/alert apps, and crime reporting apps. The findings of our review indicate that most of these forms of primary crime prevention apps have yet to be rigorously evaluated and many are not evidence-based in their design. Consequently, our review indicates that recent enthusiasm over primary crime prevention apps is not supported by an adequate evidence base.

scholarly journals Sensory-Based Priming for Upper Extremity Hemiparesis After Stroke: A Scoping Review

2021 ◽  
pp. 153944922110326
Author(s):  
Mary E. Stoykov ◽  
Courtney Heidle ◽  
Shamshir Kang ◽  
Lisa Lodesky ◽  
Lindsay E. Maccary ◽  
...  
Keyword(s):  
Electrical Stimulation ◽  
Motor Skills ◽  
Upper Limb ◽  
Scoping Review ◽  
Web Of Science ◽  
Motor Impairment ◽  
Cochrane Collaboration ◽  
Prisma Statement ◽  
Meta Analyses ◽  
The Cochrane Collaboration

Sensory priming is a technique to facilitate neuroplasticity and improve motor skills after injury. Common sensory priming modalities include peripheral nerve stimulation/somatosensory electrical stimulation (PNS/SES), transient functional deafferentation (TFD), and vibration. The aim of this study was to determine whether sensory priming with a motor intervention results in improved upper limb motor impairment or function after stroke. PubMed, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Web of Science, and EMBASE were the databases used to search the literature in July 2020. This scoping review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement and recommendations for the Cochrane collaboration. In total, 30 studies were included in the analysis: three studies examined TFD, 16 examined PNS/SES, 10 studied vibration, and one combined the three stimulation techniques. Most studies reported significant improvements for participants receiving sensory priming. Given the low risk, it may be advantageous to use sensory-based priming prior to or concurrent with upper limb training after stroke.

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