Investigation of the Contextual Interference Effect in the Manipulation of the Motor Parameter of Over-All Force

1996 ◽  
Vol 83 (3) ◽  
pp. 735-743 ◽  
Author(s):  
Jeff E. Goodwin ◽  
Harry J. Meeuwsen
Keyword(s):  
Interference Effect ◽  
Transfer Test ◽  
Motor Program ◽  
Contextual Interference ◽  
Random Condition ◽  
Golf Putting ◽  
Practice Condition ◽  
Undergraduate Women ◽  
Motor Parameter ◽  
Generalized Motor Program

This investigation examined the contextual interference effect when manipulating over-all force in a golf-putting task. Undergraduate women ( N = 30) were randomly assigned to a Random, Blocked-Random, or Blocked practice condition and practiced golf putting from distances of 2.43 m, 3.95 m, and 5.47 m during acquisition. Subjects in the Random condition practiced trials in a quasirandom sequence and those in the Blocked-Random condition practiced trials initially in a blocked sequence with the remainder of the trials practiced in a quasirandom sequence. In the Blocked condition subjects practiced trials in a blocked sequence. A 24-hr. transfer test consisted of 30 trials with 10 trials each from 1.67 m, 3.19 m, and 6.23 m. Transfer scores supported the Magill and Hall (1990) hypothesis that, when task variations involve learning parameters of a generalized motor program, the benefit of random practice over blocked practice would not be found.

scholarly journals The impact of variability and distribution of practice on student’s learning of basketball throw skill

2019 ◽  
Vol 23 (1) ◽  
pp. 14-18
Author(s):  
Gh. Lotfi ◽  
M. Baghaeyan ◽  
N. Baghaee
Keyword(s):  
Test Scores ◽  
Transfer Test ◽  
Motor Program ◽  
Skill Learning ◽  
Contextual Interference ◽  
School Students ◽  
Massed Practice ◽  
Homogeneous Groups ◽  
Practice Organization ◽  
The Impact

Purpose: The practice organization is an important factor in sports environment and education. This study aimed to investigate the impact of variability and distribution of practice on basketball throw skill learning among female elementary school students. Material: Based on the pre-test scores of 15 attempts (5 throw from any distances of 3, 3.5, and 4 meters), 90 volunteer participants were distributed in 6 homogeneous groups of 15 participants (three massed practice groups and three distributed practice groups with blocked, increasing, and decreasing practice arrangements). In acquisition stage, the participants practiced for 9 sessions. After 72 hours, all participants conducted the retention test. Changing the angle at a distance of 3.5 meters, the transfer test was conducted at the same day. Results: The findings showed that the variability and distribution of practice did not impact on participants’ performance in acquisition, retention, and transfer stages. Conclusions: For development of contextual interference effect, the variability in parameters of a motor program is not enough.

scholarly journals Mechanisms of the contextual interference effect in individuals poststroke

2011 ◽  
Vol 106 (5) ◽  
pp. 2632-2641 ◽  
Author(s):  
Nicolas Schweighofer ◽  
Jeong-Yoon Lee ◽  
Hui-Ting Goh ◽  
Youggeun Choi ◽  
Sung Shin Kim ◽  
...  
Keyword(s):  
Working Memory ◽  
Interference Effect ◽  
Contextual Interference ◽  
Visuospatial Working Memory ◽  
Random Condition ◽  
Fast Process ◽  
Term Retention ◽  
Long Term Retention ◽  
Random Schedules

Although intermixing different motor learning tasks via random schedules enhances long-term retention compared with “blocked” schedules, the mechanism underlying this contextual interference effect has been unclear. Furthermore, previous studies have reported inconclusive results in individuals poststroke. We instructed participants to learn to produce three grip force patterns in either random or blocked schedules and measured the contextual interference effect by long-term forgetting: the change in performance between immediate and 24-h posttests. Nondisabled participants exhibited the contextual interference effect: no forgetting in the random condition but forgetting in the blocked condition. Participants at least 3 mo poststroke exhibited no forgetting in the random condition but marginal forgetting in the blocked condition. However, in participants poststroke, the integrity of visuospatial working memory modulated long-term retention after blocked schedule training: participants with poor visuospatial working memory exhibited little forgetting at 24 h. These counterintuitive results were predicted by a computational model of motor memory that contains a common fast process and multiple slow processes, which are competitively updated by motor errors. In blocked schedules, the fast process quickly improved performance, therefore reducing error-driven update of the slow processes and thus poor long-term retention. In random schedules, interferences in the fast process led to slower change in performance, therefore increasing error-driven update of slow processes and thus good long-term retention. Increased forgetting rates in the fast process, as would be expected in individuals with visuospatial working memory deficits, led to small updates of the fast process during blocked schedules and thus better long-term retention.

Optimizing Generalized Motor Program and Parameter Learning

2000 ◽  
Vol 71 (1) ◽  
pp. 10-24 ◽  
Author(s):  
Qin Lai ◽  
Charles H. Shea ◽  
Gabriele Wulf ◽  
David L. Wright
Keyword(s):  
Motor Program ◽  
Parameter Learning ◽  
Generalized Motor Program

Contextual Interference Effect on Motor Skills

2016 ◽  
Vol 48 ◽  
pp. 606-607
Author(s):  
Judith Jimenez ◽  
Walter Salazar ◽  
Maria Morera
Keyword(s):  
Motor Skills ◽  
Interference Effect ◽  
Contextual Interference

Continuous Concurrent Feedback Degrades Skill Learning: Implications for Training and Simulation

1997 ◽  
Vol 39 (4) ◽  
pp. 509-525 ◽  
Author(s):  
Richard A. Schmidt ◽  
Gabriele Wulf
Keyword(s):  
Temporal Pattern ◽  
Closed Loop ◽  
Motor Program ◽  
Skill Learning ◽  
Discrete Movement ◽  
On Line ◽  
Continuous Feedback ◽  
The Stability ◽  
Generalized Motor Program

In two experiments we investigated the role of continuous concurrent visual feedback in the learning of discrete movement tasks. During practice the learner's actions either were or were not displayed on-line during the action; in both conditions the participant received kinematic feedback about errors afterward. Learning was evaluated in retention tests on the following day. We separated (a) errors in the fundamental spatial-temporal pattern controlled by the generalized motor program from (b) errors in scaling controlled by parameterization processes. During practice concurrent feedback improved parameterization but tended to decrease program stability. Based on retention tests, earlier practice with continuous feedback generally interfered with the learning of an accurate motor program and reduced the stability of time parameterization. Continuous feedback during acquisition degrades the learning of not only closed-loop processes in slower movements (as has been found in earlier studies) but also motor programs and their parameterization in more rapid tasks. Implications for feedback in training and simulation are discussed.

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