Task Characteristics and the Contextual Interference Effect

2011 ◽  
Vol 113 (1) ◽  
pp. 19-37 ◽  
Author(s):  
L. Darren Kruisselbrink ◽  
Geraldine H. Van Gyn
1997 ◽  
Vol 84 (1) ◽  
pp. 3-15 ◽  
Author(s):  
Patricia A. Shewokis

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.


2016 ◽  
Vol 48 ◽  
pp. 606-607
Author(s):  
Judith Jimenez ◽  
Walter Salazar ◽  
Maria Morera

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 ◽  
...  

2014 ◽  
Vol 04 (02) ◽  
pp. 102-109 ◽  
Author(s):  
Jefferson John dos Santos ◽  
Flavio Henrique Bastos ◽  
Thiago de Oliveira Souza ◽  
Umberto Cesar Corrêa

2018 ◽  
Vol 29 (1) ◽  
Author(s):  
Natália Lelis-Torres ◽  
Herbert Ugrinowitsch ◽  
Tércio Apolinário-Souza ◽  
Guilherme Menezes Lage

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