Relevant bibliographies by topics / Contextual interference

Academic literature on the topic 'Contextual interference'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 January 2023

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Journal articles on the topic "Contextual interference"

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Smith, Peter J. K. "Task Duration in Contextual Interference." Perceptual and Motor Skills 95, no. 3_suppl (December 2002): 1155–62. http://dx.doi.org/10.2466/pms.2002.95.3f.1155.

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Duration of practice trial on a pursuit rotor task in contextual interference was investigated. Participants practiced at each of 4 angular velocities, with 24 participants completing 28 trials lasting 20 sec., and 24 participants completing 112 trials of 5 sec. Half of the participants in each trial-duration condition practiced in a blocked format and half practiced in a random format. After random practice posttest performance was better than blocked practice when practice-trial duration was 20 sec., but worse when practice-trial duration was 5 sec. This result is not consistent with theoretical explanations of the contextual interference effect and is discussed with reference to the task characteristics and demands of the pursuit rotor.
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SMITH, PETER J. K. "TASK DURATION IN CONTEXTUAL INTERFERENCE." Perceptual and Motor Skills 95, no. 7 (2002): 1155. http://dx.doi.org/10.2466/pms.95.7.1155-1162.

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Shea, Charles H., Robert Kohl, and Catherine Indermill. "Contextual interference: Contributions of practice." Acta Psychologica 73, no. 2 (March 1990): 145–57. http://dx.doi.org/10.1016/0001-6918(90)90076-r.

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Smith, Peter J. K. "Attention and the Contextual Interference Effect for a Continuous Task." Perceptual and Motor Skills 84, no. 1 (February 1997): 83–92. http://dx.doi.org/10.2466/pms.1997.84.1.83.

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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.
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Smith, Peter J. K. "Applying Contextual Interference to Snowboarding Skills." Perceptual and Motor Skills 95, no. 3 (December 2002): 999–1005. http://dx.doi.org/10.2466/pms.2002.95.3.999.

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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.
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Ávila, Francisco, Jesús Damas, Juan A. García, Vicente Luis, Raúl Reina, and Antonio Ruíz. "Contextual Interference in Learning Precision Skills." Perceptual and Motor Skills 97, no. 1 (August 2003): 121–28. http://dx.doi.org/10.2466/pms.2003.97.1.121.

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This research studied the effect of different organisations of practice (blocked and random) on the learning of three different types of throwing. 35 male students practiced three precise throws for 3 wk. Initially the subjects were separated into two groups who trained under different conditions of practice (blocked and random). All subjects improved significantly from initial performance, with both blocked practice and random practice. At the end of acquisition no differences were found between the groups. No significant differences were found on retention tests carried out 48 hr., 4 wk., and 8 wk. after the training period.
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FRANCISC. "CONTEXTUAL INTERFERENCE IN LEARNING PRECISION SKILLS." Perceptual and Motor Skills 97, no. 5 (2003): 121. http://dx.doi.org/10.2466/pms.97.5.121-128.

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Brady, Frank. "Contextual Interference: A Meta-Analytic Study." Perceptual and Motor Skills 99, no. 1 (August 2004): 116–26. http://dx.doi.org/10.2466/pms.99.1.116-126.

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BRADY, FRANK. "CONTEXTUAL INTERFERENCE: A META-ANALYTIC STUDY." Perceptual and Motor Skills 99, no. 4 (2004): 116. http://dx.doi.org/10.2466/pms.99.4.116-126.

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BRADY, FRANK. "CONTEXTUAL INTERFERENCE: A META-ANALYTIC STUDY." Perceptual and Motor Skills 99, no. 5 (2004): 116. http://dx.doi.org/10.2466/pms.99.5.116-126.

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Dissertations / Theses on the topic "Contextual interference"

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Gane, Brian D. "Can modular examples and contextual interference improve transfer?" Thesis, Georgia Institute of Technology, 2006. http://hdl.handle.net/1853/11451.

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Two instructional design features hypothesized to affect problem solving performance, problem format and contextual interference, were investigated. Problem format was manipulated by altering the format of worked examples to demonstrate a molar or modular solution. Contextual interference was manipulated by randomizing the order in which problem categories were studied. Participants studied worked examples from 5 complex probability categories and solved 11 novel problems. The modular problem format reduced study time and the workload during study and increased performance on the subsequent test. Greater contextual interference increased study time but had no effect on workload or test performance. Additionally, a regression analysis demonstrated that mental workload partially mediated the effect of problem format on test performance. A separate regression analysis did not demonstrate that working memory capacity moderated the effect of problem format on mental workload.
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Steinfeld, Michael. "Contextual Control Of Instrumental Actions And Habits Following Retroactive Interference." ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1041.

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It is commonly accepted that instrumental responses that have been extinguished can return. For example, in a phenomenon known as the renewal effect, extinguished behaviors return upon removal from the extinction context. Another well-accepted notion is that instrumental behaviors can be thought of as goal-directed actions, which form over the course of moderate amounts of practice or training, and habits, which form after extended practice. Despite years of research on both topics, what happens to actions and habits following extinction is poorly understood. The present experiments examined the renewal of actions and habits following retroactive interference paradigms such as extinction and additional training. Experiment 1 examined renewal of an action following its extinction in a separate context, and demonstrated that the extinguished behavior renewed as an action upon return to the acquisition context. Experiment 2 asked the same question about habits, and found that the behavior renewed as a habit after extinction upon return to the acquisition context. Experiment 3 examined renewal of goal-directed responding in one context following extensive training and conversion into habit in another context. It demonstrated that a single response could manifest as a habit in one context, and renew as an action in the original training context. Experiment 4 asked if this effect depends on returning to the acquisition context, or simply removal from the habit training context. The results suggest that mere removal from the habit training context is sufficient to renew the goal-directed properties of a behavior. Together, the results suggest that actions and habits can be inhibited in a context-specific manner by extinction, and that instrumental behaviors can have both action and habit properties that can each renew under the proper circumstances. The results also expand on the notion that habits are especially context specific, while actions can transfer across contexts.
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Farrow, Damian Thomas, and mikewood@deakin edu au. "The effects of contextual interference on children learning forehand tennis groundstrokes." Deakin University, 1995. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060727.112040.

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Previous research on contextual interference theory in controlled laboratory situations consistently illustrated that random practice was superior to blocked practice when learning motor skills. However, when considered in relation to physical education class settings the findings of the contextual interference experiments were not as uniform. Furthermore, the results of the contextual interference research were ambiguous when an open skill was used as the experimental task, with no definite trend evident. Random practice was found more effective for learning (del Rey, 1989) whereas French, Rink and Werner (1990) demonstrated blocked practice to be superior. In the present study, the influence of high and low contextual interference as practice schedules was investigated within an applied sports setting using an open sports skill as the experimental task. Two groups of boys and girls, 8-9 and 10-12 years of age, were taught a forehand tennis groundstroke using both their preferred and non-preferred hands over a ten week coaching and practice period. The findings showed that male subjects were significantly better at the experimental task than female subjects at the pre-test stage only. The result also demonstrated that the 10-12 year old subjects were significantly better than the 8-9 year olds at the task with the exception of the preferred hand at the post and retention test stage. The contextual interference effect was demonstrated in the retention phase on the preferred hand of the 10-12 year old subjects where the random practice group was significantly better than the blocked practice group in an applied sports setting. These findings were discussed in relation to the role of cognition in the learning of these motor skills and the influence of the subjects related background experiences.
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Silva, Nuno Miguel Antunes da. "A aplicação do contextual interference effect no estudo do reportório para clarinete: proposta de modelos e ferramentas de trabalho." Doctoral thesis, Universidade de Évora, 2017. http://hdl.handle.net/10174/23072.

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Esta tese debruça-se sobre um fenómeno conhecido como Contextual Interference Effect (CIE) e sua aplicação ao estudo do reportório para clarinete, procurando avaliar e descrever as vantagens da sua utilização na preparação da performance musical. O CIE, aplicado à música, propõe uma forma diferente de trabalho, revelando grande eficácia na aquisição e retenção de competências motoras, e favorecendo, também, a transferência das mesmas para situações de performance. Esta descoberta de Battig (1966) baseia-se no princípio de que a transferência e aplicação de uma determinada competência em diferentes contextos é facilitada pela variação e interferência no contexto durante a sua aprendizagem. O autor descobriu que, durante o processo de aquisição de competências, os fatores que possam exagerar a dificuldade de uma tarefa, tornando-a mais complicada de executar, facilitam a sua memorização e consequente transferência para momentos distintos de performance; Abstract: The use of Contextual Interference Effect on the study of the clarinet repertoire: proposal of practice tools and work methods This thesis is about a phenomenon known as Contextual Interference Effect (CIE) and its use in the study of the clarinet repertoire, describing its advantages in the preparation for musical performance. This concept appears with Battig (1966) and it is based on the principle that the acquisition of motor competences is directly linked to the variables that interfere with the learning process during the acquisition of the same. The human brain is genetically wired to respond to new stimuli that are continually appearing, thus staying constantly alert and with an elevated capacity of reaction. On the contrary, the brain, when made to repeat the same action numerous times, tends to save itself, similar to when a computer enters into hibernation. These techniques, when applied to music, result in great efficacy in the learning process and in the transfer of skills to the performance.
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Patel, Priyank K. "Retention performance in young and old adults with high or low contextual interference." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527020.

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Research on motor learning between old and young adults has shown that young adults benefit from high levels contextual interference (CI) and perform faster than older adults. This project analyzed retention performance in young and older adults with high CI and low CI from a previously completed study for insights about similarities and differences in motor retention. Specifically, young (21-39 years) and old (>71 years) participants performed under random (high CI) and blocked (low CI) practice to determine which practice condition facilitated the retention of motor performance. Participants moved the lever either in random or in blocked fashion to achieve a target position of20°, 30°, 40°, and 50°. Data analysis was completed for movement accuracy and the movement pattern kinematics. Results indicated that random practice led to accurate motor skill learning than blocked practice; older adults were slower as compared to young; but, there was no age related difference found in terms of movement accuracy and consistency. These findings indicate that older adults move slower, but appear to learn movements in similar way to their younger cohorts.

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Babo, Alexandre Gomide Frugiuele. "Interferência contextual na aprendizagem de habilidades gráficas em crianças: adaptação ipsi e contralateral." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/39/39132/tde-27012009-084101/.

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Em um estudo recente, Guadagnoli e Lee (2004) propuseram que o efeito de interferência contextual (IC) depende da dificuldade funcional de uma tarefa motora, com reversão do efeito de aprendizagem esperado quando a dificuldade imposta pela tarefa é elevada. No presente estudo esta hipótese foi testada em crianças na aprendizagem de uma tarefa de desenhos de padrões gráficos em uma base digitalizadora, recebendo feedback visual imediato invertido em um monitor de microcomputador. Foram avaliadas 30 crianças de 8-9 anos de idade, as quais foram designadas a três grupos: baixa IC, com prática variada entre blocos de tentativas possuindo o mesmo padrão gráfico; alta IC, com variação aleatorizada dos padrões gráficos entre as tentativas dentro de cada bloco; e controle, sem prática na tarefa. Após a etapa de prática, o tempo de movimento foi comparado entre os grupos em testes de retenção, transferência ipsilateral e transferência contralateral de aprendizagem. Os resultados mostraram que os dois grupos experimentais obtiveram resultados semelhantes de aprendizagem em todas as avaliações realizadas, com ambos os grupos apresentando resultados superiores ao grupo controle. A ausência de diferença entre os grupos experimentais indica que ambos os modos de variar a prática, sob baixa e alta IC, induziram efeitos semelhantes de aprendizagem, oferecendo apenas suporte parcial à hipótese de Guadagnoli e Lee. A vantagem dos grupos experimentais no teste de transferência contralateral indica que a adaptação devida à aprendizagem da tarefa não foi específica ao sistema neuromuscular empregado durante a prática
In a recent study, Guadagnoli and Lee (2004) proposed that the contextual interference (CI) effect depends on the functional difficulty of a motor task, with reversion of the expected learning effect when the difficulty imposed by a task is high. In the present study that hypothesis was tested in children in the learning of a task of drawing graphic patterns on a digitizing tablet while receiving immediate inversed visual feedback on a microcomputer monitor. Thirty 8-9 year-old children were assessed, who were assigned to three groups: low CI, with variability between blocks of trials composed of the same graphic pattern; high CI, with random variability within blocks of trials; and control, without practice on the task. Following the practice phase movement time was compared between the groups in retention, ipsilateral transfer, and contralateral transfer tests. Results showed that both experimental groups achieved similar results of learning in all tests, with the two groups presenting better results in comparison with the controls. Absence of difference between the experimental groups indicates that both modes of practice variability, under low and high CI, induced similar effects of learning, offering only partial support for the Guadagnoli and Lees hypothesis. The advantage of the experimental groups over the controls in the contralateral transfer of learning indicates that adaptation was not specific to the neuromuscular system employed during practice
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Blaylock, Harley J. "Investigating the Combined Effects of Contextual Interference and Augmented Feedback Using the Challenge Point Framework." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10826567.

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This study manipulated common practices variables of contextual interference (CI) and frequencies of augmented feedback in order to determine the optimal practice conditions for beginner and experienced performers of a computer-based task. Twenty participants performed 36 trials in the acquisition of a task that involved moving a computer mouse to click 10 on-screen targets as quickly and accurately as possible. Acquisition trials consisted of either blocked practice with knowledge of results (KR) feedback provided on every trial or random practice with a faded feedback schedule. The extent of learning that occurred was gauged by 24-hour retention and transfer tests of two dependent variables: average response time and average accuracy. In line with the predictions of the challenge point framework, beginner participants demonstrated improved learning through low levels of CI and KR feedback after every trial, while experienced participants benefitted from a high CI and faded KR feedback environment. These findings provide insight about the viability of the challenge point framework and how practice can be structured in distinctive ways to foster skill learning for performers of different skill levels.

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Hwang, Gyu-Young. "An examination of the impact of introducing greater contextual interference during practice on learning to golf putt." Texas A&M University, 2003. http://hdl.handle.net/1969.1/1608.

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The skill of putting in golf contributes approximately 40 percent to one’s total score making it an important skill to master in golf. One of the critical means of improving putting skill is through practice. The purpose of this study was to: (a) investigate if different practice schedules with different degrees of contextual interference (CI) influenced the participants’ immediate and long-term putting performance, (b) examine if performance changes were associated with concomitant changes in specific kinematic parameters, and (c) assess the cognitions of the participants during various stages of the practice of the putting skill. Twenty-four undergraduate students were randomly assigned to either a blocked or random practice schedule. On Day One each participant practiced putting to three targets (4 ft, 8 ft, and 12 ft distance) for a total of 108 trials (36 trials to each target). On Day Two 30 trials of retention (10 trials to each target) and 10 transfer trials (10 ft distance) were performed. To obtain a kinematic description of the putting action, an OPTOTRAKTM 3020 camera system recorded the 3D movement of the putter. Participants’ cognitions were analyzed from stimulated recall interview data. Random practice participants exhibited poorer putting performance during acquisition compared to their blocked practice counterparts but showed superior performance in retention and transfer tests. While the blocked practice participants had significantly lower variability in the amplitude in the x-dimension for backswing, impact velocity, and putter position at impact (z-dimension) during practice, the random practice participants showed significantly lower variability in the amplitude of the x-dimension for the backswing and downswing, impact velocity, and putter position at impact during the retention and transfer phases. Content analysis of interview data yielded three emergent categories: participant focus, self-evaluation of performance, and benefits of practice. The participants provided evidence of active thought processes during the putting task while receiving little instruction. The blocked group focused more on accuracy while the random group was more focused on judging distance. The lack of recognition about the z-dimension has potential implications for how instruction and feedback might be employed during the learning process.
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Snider, Gregory C. "The Effect of Random, Blocked, and Transition Practice Schedules on Children’s Performance of a Barrier Knockdown Test." DigitalCommons@CalPoly, 2009. https://digitalcommons.calpoly.edu/theses/43.

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The purpose of this research was to examine whether a transition schedule of contextual interference facilitated learning in retention and transfer equal to or better than random and blocked schedules among children. The author selected participants from the central coast of California and from youth activity leagues. The author selected children between the ages of 10 to 13 with a mean age of 11.5. There were a total of 36 subjects, half male and half female. Unfortunately, due to computer error, only data from 15 subjects were saved and available for analysis. Researchers randomly assigned participants to one of three groups: the random group, the blocked group, or the transition group. Each group performed 60 trials during the acquisition phase and practiced a total of 3 different arm patterns. All three groups practiced each pattern a total of 20 times during acquisition. The random group practiced each pattern in random fashion such that no one pattern was repeated more than twice in a row. The blocked group performed 20 trials of the green pattern, followed by 20 trials of the blue pattern, and lastly 20 trials of the red pattern. The transition group performed the first 24 trials in a blocked fashion, that is 8 trials of the green pattern were practiced, followed by 8 trials of the blue pattern, and then 8 trials of the red pattern. The group then practiced smaller blocks and performed 5 trials of each color. Another 9 trials were performed in a blocked fashion with 3 trials of each pattern. The final 12 trials were presented randomly to this group. Following acquisition, participants took an immediate retention test that was counter balanced following a 10 minute rest. The retention test consisted of 9 random trials of the three various patterns. Researchers gave a transfer test following the retention test, which consisted of six trials of a novel (white) pattern. Researchers tested all three groups one week later with a delayed retention and transfer test similar to the tests described above. One-way ANOVA analysis of the data revealed a significant movement time difference (F=4.28; P=.039) during the delayed retention test. The follow up Tukey test demonstrated that the transition group had a significantly faster movement time than the blocked group but that random group was not significantly different from either the blocked or transition group. The other retention and transfer tests revealed no significance, however the trend in the data suggest that with a bigger sample size, the transition group would demonstrate learning equal to or better than both random and blocked groups. Further research is needed in the area of transition practice schedules.
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Souza, Thiago de Oliveira. "O efeito da interferência contextual na aquisição de habilidades motoras em função das dificuldades funcional e nominal da tarefa." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/39/39132/tde-27032012-135927/.

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O objetivo do presente trabalho foi investigar os efeitos da interferência contextual em função das dificuldades funcional e nominal da tarefa. Participaram do estudo 160 adultos de ambos os sexos. Os participantes divididos em grupos de experientes e inexperientes praticaram uma tarefa simples ou complexa de timing coincidente, sob regime aleatório ou por blocos, totalizando oito grupos experimentais. As medidas de desempenho foram os erros absoluto, variável e constante. Os resultados não mostraram diferenças entre os grupos de prática aleatória e por blocos em nenhuma das condições de dificuldade (nominal e funcional). Sendo assim, concluiu-se que o efeito da interferência contextual não é dependente das dificuldades funcional e nominal da tarefa
The objective of this study was to investigate the effect of contextual interference due to the lack of functional and nominal task. The study included 160 adults of both sexes. Participants were divided in groups of experience and inexperience, which performed a simple or complex task of coincident timing, under random or blocked schedule. It resulted in eight experimental groups. Performance measures were the absolute, variable, and constant errors. Results did not show differences between random and blocked groups in all conditions of difficult (nominal and functional). Therefore, it was conclude that the effect of contextual interference is not dependent of the nominal and functional difficulties of the task
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Books on the topic "Contextual interference"

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Contextual and thematic interference in Montaigne's Essais. Sheffield, England: Sheffield Academic Press, 1986.

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Davis, Gregory Scott. The effect of contextual and retroactive interference on the retention of a motor skill. Eugene: Microform Publications, College of Human development and performance, University of Oregon, 1989.

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Hu, Jinyoung. The effect of contextual interference on children's acquisition, transfer, and retention of as closed skill. Eugene: Microform Publications, College of Human Development and Performance, University of Oregon, 1989.

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Contextual interference effects as a function of age. 1991.

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Contextual interference effects as a function of age. 1988.

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Horvat, Michael, Phillip D. Tomporowski, and Bryan A. McCullick. Role of Contextual Interference and Mental Engagement on Learning. Nova Science Publishers, Incorporated, 2010.

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The contextual interference effect in learning an open motor skill. 1988.

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The contextual interference effect in learning an open motor skill. 1986.

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The effects of retroactive inhibition and contextual interference on learning a motor task. 1992.

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The effects of retroactive inhibition and contextual interference on learning a motor task. 1991.

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Book chapters on the topic "Contextual interference"

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Wright, David L., and Taewon Kim. "Contextual interference." In Skill Acquisition in Sport, 99–118. Third Edition. | New York : Routledge, 2019. | “First edition published by Routledge 2004”--T.p. verso. | Previous edition: 2012.: Routledge, 2019. http://dx.doi.org/10.4324/9781351189750-6.

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Khrennikov, Andrei. "Contextual Probability and Interference." In Contextual Approach to Quantum Formalism, 47–79. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9593-1_3.

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Khrennikov, Andrei. "Interference of Probabilities from Law of Large Numbers." In Contextual Approach to Quantum Formalism, 159–67. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9593-1_7.

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Shea, John B., and Robert C. Graf. "A Model for Contextual Interference Effects in Motor Learning." In Cognitive Assessment, 73–87. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4757-9730-5_4.

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Ziegler, Cyrill, Andreas Papageorgiou, Mathias Hirschi, Rosina Genovese, and Oliver Christ. "Training in Immersive Virtual Reality: A Short Review of Presumptions and the Contextual Interference Effect." In Advances in Intelligent Systems and Computing, 328–33. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44267-5_49.

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"Contextual interference." In Skill Acquisition in Sport, 53–68. Routledge, 2004. http://dx.doi.org/10.4324/9780203646564-8.

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Birklbauer, Jürgen. "2 The Contextual Interference Effect." In Optimal Variability for Effective Motor Learning, 17–37. Meyer & Meyer Sportverlag, 2019. http://dx.doi.org/10.5771/9783840312915-17.

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"6. Contextual probability and interference." In Interpretations of Probability. Berlin, New York: Walter de Gruyter, 2009. http://dx.doi.org/10.1515/9783110213195.157.

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"Contextual interference: Generalizability and limitations." In Skill Acquisition in Sport, 105–19. Routledge, 2012. http://dx.doi.org/10.4324/9780203133712-15.

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Fendel, Victoria Beatrix Maria. "Summary and Conclusion." In Coptic Interference in the Syntax of Greek Letters from Egypt, 445—C10.P241. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192869173.003.0010.

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Abstract Chapter 10 evaluates the types of errors observed in the data. It distinguishes between deviations having resulted from (i) external factors, (ii) internal factors, and (iii) practices of language acquisition, with at times blurred boundaries. Chapter 10 evaluates the correlation between the type of error and the type of syntactic domain as well as the type of context (free, semi-formulaic, formulaic) affected. Chapter 10 sets contextual flags for accumulations of errors, code-switches, the treatment of personal names, and extra-linguistic information about the writers. These contextual flags are considered specifically for passages that could not be clearly assigned to one type of error before. Finally, Chapter 10 considers the correlation between the circumstances and approaches of second-language acquisition and the second-language-acquisition-related errors observed. The chapter closes with a brief outlook and suggestions for further research.
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Conference papers on the topic "Contextual interference"

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Ayala-Romero, Jose A., Juan J. Alcaraz, Andrea Zanella, and Michele Zorzi. "Contextual Bandit Approach for Energy Saving and Interference Coordination in HetNets." In 2018 IEEE International Conference on Communications (ICC 2018). IEEE, 2018. http://dx.doi.org/10.1109/icc.2018.8422872.

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Han, Lifei, and Jing Rong. "Research of the Contextual Interference and Augmented Feedback on Golf Putting Skills." In 2013 International Workshop on Computer Science in Sports. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/iwcss-13.2013.17.

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Marín García, Teresa, Elisa Lozano Chiarlones, Eduardo Marín Sánchez, Patricia Esacario Jover, José Maldonado Gómez, Rocío Villalonga Campos, and Bernabé Gómez Moreno. "Laboratorio de Interferencias Artísticas y Mediales. Procesos de investigación artística sobre visualidades experimentales." In IV Congreso Internacional de Investigación en Artes Visuales. ANIAV 2019. Imagen [N] Visible. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/aniav.2019.9018.

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Abstract:
El Laboratorio de Interferencias Artísticas y Mediales (IAM-lab) es un grupo de investigación interdisciplinar inscrito en el Departamento de Arte de la Universidad Miguel Hernández de Elche, y cuyos miembros imparten docencia en la Facultad de Bellas Artes de Altea. Nuestras líneas de investigación se centran en el desarrollo de proyectos en el ámbito de las prácticas artísticas audiovisuales, intermedia y transmedia, dedicando una especial atención a los diálogos entre medios, cuestiones tecnológicas, aspectos contextuales y procesuales. Entendemos la práctica artística como un laboratorio de posibilidades, que vinculamos a nuestro interés por el arte y la cultura contemporánea, los estudios visuales, el arte público, las prácticas colaborativas y los procesos pedagógicos y de mediación. Nuestra investigación apuesta por una práctica reflexiva que indaga formas de producción de sentido, y se interroga y experimenta sobre la imagen y las metodologías de investigación en las artes. En esta comunicación se muestran algunos aspectos metodológicos que consideramos clave en nuestro proceso de investigación, como son: la aplicación creativa del concepto de interferencia como acción disruptiva que cuestiona inercias asumidas, el viaje como marco activador y articulador de procesos, la experimentación lúdica y los procesos colaborativos, así como la exploración de diversos formatos de ensayo visual para vehicular los resultados de las investigaciones.
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