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.
Full textSteinfeld, Michael. "Contextual Control Of Instrumental Actions And Habits Following Retroactive Interference." ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1041.
Full textFarrow, 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.
Full textSilva, 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.
Full textPatel, 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.
Full textResearch 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.
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/.
Full textIn 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
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.
Full textThis 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.
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.
Full textSnider, 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.
Full textSouza, 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/.
Full textThe 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
Souza, Marina Gusman Thomazi Xavier de. "A aprendizagem motora de idosos na perspectiva do efeito da interferência contextual." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/39/39132/tde-20022015-094652/.
Full textIt is known that the elderly population is increasing in relatively high numbers, generating concerns about the care they need. A form of seniors remain active is through the learning of new motor skills. In this sense, few studies involving the elderly population and the contextual interference effect have been found, particularly, studies that used sports skills as task. The objective of this study was to investigate if there is the contextual interference effect on sports skill learning in elderly. We selected 40 old persons (65-80 years old), physically active, which were divided randomly into two groups: random varied practice; and practice varied in blocks. The task was the throwing practiced at the bocce game, in which the ball should reach three targets at distances of 2, 4 and 6 meters. The practice consisted of 120 attempts divided into two practice sessions. Two Retention tests were conducted (10 min and 24 hours) and also two Transfer tests (24 hours), being performed with the preferential hand and also with the non-preferential hand of the participant, with the target at 5 meters. The performance measures used were the radial error, the standard deviation of radial error and frequency of gross errors. Kinematic measures were also used, such as amplitude, average speed and peak of acceleration in the displacement of the ball on the forwardswing; and also, speed of release of the ball. Comparisons between the practice groups, found no difference in the radial error or the standard deviation of the error (p > 0.05), but in the frequency of gross errors, there was a difference between the groups only at the acquisition phase (p < 0.05). In addition, the inferential analysis on retention and transfer tests, both the average speed as the speed of release, showed that the elderly of both groups have changed the speed (p < 0.05), probably trying to adjust the movement. Pearson correlations were performed between performance and kinematic measures and there was only a weak correlation between the radial error and amplitude on the transfer test with the non-preferential hand (p < 0.05). Overall, the results showed that the groups have similar performance on both practice structures (random and blocks) and, therefore, there was no effect of contextual interference in learning this sport skill by the elderly. However, it can be argued that the proper control of force needed in this task may require more practice time to be acquired
Santos, Jefferson John dos. "Efeitos da interferência contextual na aprendizagem de habilidades motoras em função de diferentes testes de retenção." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/39/39132/tde-27032012-082959/.
Full textThe objective of the present study was to investigate the contextual interference effect in the motor skills learning in function of different retention tests. Four different retention intervals were employed: (10m) ten minutes, (24h) twenty-four hours, (07d) seven days, and (30d) thirty days after the acquisition phase. One hundred and forty-four college students, men (n=88) and women (n=56), mean age 21.9 years (±3.2), all volunteers and without experience with the task, were divided into two groups of varied practice: random and blocks. The ask consisted of throwing darts at a circular target (dartboard), with the dominant hand, in order to hit its center. Participants performed the task at three different target distances (2,00m, 2,60m, and 3,20m). The experiment consisted of two phases: acquisition (90 trials) and retention (18 trials). Performance was analyzed by magnitude (sum of points) and variability (coefficient of variation of points). Results showed that all groups improved the performance in the acquisition phase, and that it was kept in the retention test. Moreover, concerned to the aim of this study, no difference between the groups was found in the retention test
Robinson, June P. "Ethnicity, age, and the effects of contextual interference on the acquisition, retention and transfer of a motor task." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3175012.
Full textTitle from PDF t.p. (viewed Dec. 8, 2008). Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1691. Chair: Paul R. Surburg.
Kruisselbrink, Leroy Darren. "Evaluative processes as the cognitive basis for the contextual interference effect, implications for a unified theory of skill acquisition." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ48222.pdf.
Full textJunior, Cassio de Miranda Meira. "O efeito da interferência contextual na aquisição da habilidade 'saque' do voleibol em crianças: temporário, duradouro ou inexistente ?" Universidade de São Paulo, 1999. http://www.teses.usp.br/teses/disponiveis/39/39133/tde-22032006-225310/.
Full textAccording to the contextual interference effect (CIE), practicing several motor skills under random practice or high contextual interference practice (abcbcacbabac) facilitates retention and transfer in comparison to practicing the same tasks under blocked practice or low contextual interference practice (aaaabbbbcccc). This learning phenomenon has led to a considerable amount of research. However, no definite trend in the results has been found, which makes its acceptance in the motor learning domain questionable. By extending the transfer phase (increasing the number of transfer trials), the aim of this study was to assess whether the CIE is temporary, lasting or non-existent. Accordingly, based on the scores of the pre-test, thirty-six schoolgirls (12 -14 years of age) were allocated to either a blocked or a random group. The acquisition tasks were the underhand and overhand volleyball serves, to two targets placed on the floor. The transfer task was the round house (Asian floater) volleyball serve to a third target. All serves were performed five meters away from the net. The experimental design consisted of four phases: pre-test (eight trials), acquisition (288 trials), transfer (84 trials) and retention (12 trials). The results of precision and movement pattern measures did not provide support to the CIE, since there were no significant statistical differences between the groups in any of the phases. The structure of variable practice did not affect the performance of the new task. Likewise, there was no support to the MAGILL & HALL (1990) hypothesis that, when task variations involve learning of different motor programs, the benefit of random practice over blocked practice would be found. Moreover, the present study reinforced the trend that the CIE does not take place in children as well as with field tasks.
Wrathall, Stephen, and res cand@acu edu au. "The Effects of Contextual Interference and Variability of Practice on the Acquisition of a Motor Task and Transfer to a Novel Task." Australian Catholic University. School of Exercise Science, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp63.29082005.
Full textWrathall, Stephen. "The effects of contextual interference and variability of practice on the acquisition of a motor task and transfer to a novel task." Thesis, Australian Catholic University, 2004. https://acuresearchbank.acu.edu.au/download/518122e597501fadce895e613df084969bf9d221d488ca1aa7061e780c0f6c43/600780/65150_downloaded_stream_375.pdf.
Full textParry, Thomas Edward. "The effect of relative frequency of knowledge of results on the acquisition and retention of simple motor skills in the contextual interference paradigm." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3378377.
Full textTitle from PDF t.p. (viewed on Jul 7, 2010). Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3794. Adviser: John B. Shea.
Frömer, Romy. "Learning to throw." Doctoral thesis, Humboldt-Universität zu Berlin, Lebenswissenschaftliche Fakultät, 2016. http://dx.doi.org/10.18452/17427.
Full textFeedback, training schedule and individual differences between learners influence the acquisition of motor skills and were investigated in the present thesis. A special focus was on brain processes underlying feedback processing and motor preparation, investigated using event related potentials (ERPs). 120 participants trained to throw at virtual targets and were tested for retention and transfer. Training schedule was manipulated with half of the participants practicing under high contextual interference (CI) (randomized training) and the other half under low CI (blocked training). In a follow-up online study, 80% of the participants completed a subset of the Raven advanced progressive matrices, testing reasoning ability. Under high CI, participants’ reasoning ability was related to higher performance increase during training and higher subsequent performance in retention and transfer. Similar effects in late stages of low CI training indicate, that variability is a necessary prerequisite for beneficial effects of reasoning ability. We conclude, that CI affects the amount of variability of practice across the course of training and the abstraction of rules (Study 1). Differential learning effects on ERPs in the preparatory phase foster this interpretation. High CI shows a larger decline in attention- and control-related ERPs than low CI. CNV amplitude, as a measure of motor preparatory activity, increases with learning only, when attention demands of training and retention are similar, as in low CI training. This points to two parallel mechanisms in motor learning, with a cognitive and a motor processor, mutually contributing to CNV amplitude (Study 2). In the framework of the “reinforcement learning theory of the error related negativity”, we showed, that positive performance feedback is processed gradually and that this processing is reflected in varying amplitudes of reward positivity (Study 3). Together these results provide new insights on motor learning.
Gane, Brian Douglas. "A framework for demonstrating practice schedule effects in skill acquisition." Diss., Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/42924.
Full textRosengren, Erik. "Effekten av seriell och blockindelad övning vid inlärning av rudiment för trumspel." Thesis, Karlstads universitet, Institutionen för konstnärliga studier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-42679.
Full textPrevious research has found that high contextual interference hinders performance at acquisition but promotes learning compared to low contextual interference. The findings in applied research is however ambiguous and there’s uncertainty of when and in which contexts the effect occurs. The purpose of this study was to compare two practice strategies with different levels of contextual interference. Adult college music students (N=17) with limited experience playing drums were divided in to two treatment groups – serial (n=8) and blocked (n=9). The task was to learn to play three drum rudiments. The blocked group practiced each rudiment for six minutes one time while the serial group practice each rudiment for one minute six times. Retention tests were performed immediately after and 48 hours after acquisition. Both groups played significantly faster at retention compared to pre-test (p<.01) but there was no significant interaction between group and test (Pre-test to retention) (p=.96) meaning both groups improved equally. In the discussion a number possible of explanations as to why the effect wasn’t observed are presented.
Frömer, Romy [Verfasser], Werner [Akademischer Betreuer] Sommer, Birgit [Akademischer Betreuer] Stürmer, and Clay [Akademischer Betreuer] Holroyd. "Learning to throw : contributions of contextual interference and individual differences to the acquisition of a complex motor skill : an investigation with event-related brain potentials / Romy Frömer. Gutachter: Werner Sommer ; Birgit Stürmer ; Clay Holroyd." Berlin : Lebenswissenschaftliche Fakultät, 2016. http://d-nb.info/108228355X/34.
Full textAtchy-Dalama, Patrice. "Approche dynamique de l'apprentissage : pratique variable et rôle des informations sensorielles." Toulouse 3, 2005. http://www.theses.fr/2005TOU30168.
Full textIn general, the process of learning implies that a pattern to-be-learned is integrated into an initial repertory. To gain further insight into this problematic of integration, we have developed two lines of research. The first one identifies the principles underlying the learning of several bimanual coordination patterns. Thus, we studied the evolution of the repertory due to such variable practice. We observed that the repertory constraints and structures the learning process following a symmetry conservation principle. The second axe concerns the mechanisms underlying the integration of a new coordination pattern. We studied the relation between the sensory consequences, the motor commands and the to-be-learned pattern. By an original used of the degree of asymmetry between the coordinated limbs, we showed that regardless of the motor outflow command, leaning is based on the sensory consequences related to the pattern to be learned. Set at two distinct levels of analysis (principle and mechanism), this two experiments are discussed from a dynamical systems perspective
Kao, Chia Lin, and 高嘉璘. "Effects of Contextual Interference on Learning Waltz Movements." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/71772870769684711993.
Full text國立彰化師範大學
應用運動科學研究所
95
The purpose of this study was to examine the blocked-random effect considering the mechanism of contextual interference (CI) on learning serial dance skills. Twenty-four university-age and novice participants practiced basic Waltz steps (closed change, reverse turn, and nature turn) under either low CI (blocked practice) or high CI (random practice) through random assignment. All the tasks were series of movement and performance with the accuracy of time signature and spacing. All participants performed 108 acquisition trials in three continual days, followed by delayed retention trials (20 for 48 hours delayed and 20 for one-week delayed). A scoring rubric for basic Waltz technique developed by authors was used to assessing the performance at the beginning practice, the ending performance of every acquisition day, and two delayed retention tests. The interrater reliability between expert DanceSport teachers was around .72 and test-retest reliability was .99. The differences in the score of basic Waltz were analyzed by 2 (conditions of practice) × 6 (performing stages) mixed design two-way ANOVA with an alpha level of .05. Results showed there were no difference between the low CI group and the high CI group for three movements of Waltz during practice session (p > .05). However, the high CI practice in three movements of Waltz had been showed to be mostly as beneficial as the low CI practice (p < .05). It indicated the high CI in this study was a learning variable for the benefit of the learning serial Waltz movements. The group of low CI practiced the same movement repeatedly usually missed the required component and the group were also affected to perform the wrong movements repeatedly during the acquisition period.
Maslovat, Dana. "Contextual interference : single-task versus multi-task learning and influence of concurrent temporal interference." Thesis, 2002. http://hdl.handle.net/2429/13620.
Full textVicente, Ricardo Ranito. "Enhancing practice efficiency through contextual interference in youth football." Master's thesis, 2018. http://hdl.handle.net/10400.5/19426.
Full textRendell, Megan A. "Cognitive effort in contextual interference and implicit motor learning." Thesis, 2010. https://vuir.vu.edu.au/18972/.
Full textJackson, Brian H. "A test of alternative explanations for the contextual interference effect /." 2004. http://wwwlib.umi.com/dissertations/fullcit/3149145.
Full textChang, Chih-hui, and 張智惠. "Motor learning as a function of contextual interference and aging." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/18549486876499675932.
Full text國立臺灣師範大學
體育研究所
87
This study examined how the scheduling of practice and aging affect motor learning. Sixteen female university students (mean age =20.1±1.2 years) and sixteen older adults (mean age =69.5±4.3 years) served as participants. Participants were required to perform 18, 33, or 48cm straight-arm outward and reversal self-paced movement in the linear movement device. During acquisition, participants practiced in either a blocked or random practice format. Retention of the movement was assessed after 10-minute and 7-day retention interval. Two-way ANOVA revealed there was no interaction both in acquisition and retention phases. In acquisition, blocked practice resulted in smaller absolute error (AE), variable error (VE) and absolute objective-subjective difference (│O-S│) as compared to the random practice. The young participants showed less error detection than the older participants did, but there were no accuracy or variability differences between the two age groups. In immediate retention, the random practice groups were more accurate and consistent than those of participants who practice in blocked sequence, no significant difference in error detection between groups was found. There was no contextual interference effect during delayed retention. Whether in immediate or delayed retention, the young participants performed better and had greater learning than that of older participants. Findings were as follows: (1) no interaction between contextual interference and age were found; (2) there was limited evidence for a contextual interference effect during immediate retention; and (3) a typical age-differences on motor learning was evidenced.
Sung, Yi-Fu, and 宋一夫. "The Effect of Contextual Interference on the Volleyball Serves Performance." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/24856902899776306799.
Full text國立臺灣師範大學
體育研究所
88
In this study, the main purpose is to discuss the effect of contextual interference on the volleyball serves skill performance, and find out the effects for motion skill acquisition and retention. 80''s under graduate freshman are employed to this test. The testees are grouped by randomization, they are blocked, blocked / random, serial, and random four different contextual interference groups. When three week''s (9 times) practice is finished, and takes rest 10 minutes, the test is executing. The retention test is executing after 1 week pause practiciing. The factor of experiment''s operation is practicing under different contextual interference, dependent is the score given by motion''s skill. By means of single factor variance analysis - a prior orthogonal contrast find out the resulting as follow: (1)It has major effect for serve skill of volleyball, under different contextual interference grades practice. (2)In skill acquisition stage, relative lower contextual interference of the blocked practice for serve skill of volleyball has major effect. In skill retention stage, relative higher contextual interenferce of the random practice for serve skill of volleyball has major effect. (3)In skill performance, not only contextual interference under high grade, sub - high grade, medium grade but also low grade all have improve performance of motion''s skill. (4)The effect of blocked / random practicing is similar to serial practicing under medium contextual interference.
LEE, TAN, and 李唐. "Age Differences in Contextual Interference Effects on Motor Sequence Learning." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/95724736985490974672.
Full text國立陽明大學
生物醫學工程學系
103
Our study investigated the influence of age differences on context interference effects on motor sequence learning. The first part of the study compared the age differences between structural connectivity and contextual interference effect by diffusion tensor imaging (DTI). The second part of the study used serial reaction-time (SRT) task to investigate the effect of chunking on contextual interference (CI) learning in young and old adults when blank spaces in the motor sequences were eliminated.
Luu, Paul. "The Role of Adult Neurogenesis in Contextual Learning and Memory Interference." Thesis, 2012. http://hdl.handle.net/1807/35518.
Full textKoutelidas, Achillios. "Contextual interference effects on children and adults delimitation of the effect /." 2002. http://catalog.hathitrust.org/api/volumes/oclc/51556665.html.
Full textTypescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 170-182).
Hsu, Chen-Yi, and 徐振益. "The Effect of Contextual Interference on Tennis Poaching Volley Skill Learning." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/94210407775062573630.
Full text中國文化大學
體育學系運動教練碩博士班
99
The purpose of this study is to investigate the impact of tennis poaching volley performance and retention of learning at different contextual interference. According to the study of Chinese Culture University, 60 members of boys electing courses of physical education majoring tennis has an average height of 175.23 ± 7.04 cm and average weight of 70.35 ± 12.08 kg, which there average age are 20.88 ± 1.12 years for this subject. These subject members have no previous experience of receiving professional training in tennis. After two weeks of training and practicing in skills of playing poaching volley as servicer, poaching volley as receiver, poaching volley in Australian Formation, the subject members are evenly divided as the following groups based on their performances with sorted skill marks: blocked practice group, serial practice group, random practice group and control group. This formal experiment eventually lasted for four weeks by training three times a week, pre-testing before the experiment, post-test at the end of experiment and retention test for one week after the experiment is carried out respectively to each of the subjects. In this study, different ways to practice is the independent variables, in order to intercept the performance of three different poaching volleys as the dependent variable, with two-way mixed design ANOVA. If the interactions are significance, then the simple main effect tests is carried out, and then carry up the significant standard of criteria, Bonferroni post hoc comparison is then complete. The results showed that: First, the effect of contextual interference on Tennis Poaching volley skill to obtain significant differences on stage. Second, significant differences on the retention phase. Conclusions of this study: First, different contextual interference on poaching volley tennis skills to the get stage during performance, the contextual interference is more conducive to skill performance. Second, different contextual interference on poaching volley tennis skills to retention period of learning, contextual interference is more conducive to skills learning.
Kao, Wen-His, and 高文璽. "Contextual Interference Effect on the Acquisition and Retention of Table Tennis Skills." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/78295473215155844638.
Full text中國文化大學
體育學系運動教練碩博士班
100
The purpose of this study was to explore the effect of contextual interference on the acquisition of table tennis forehand knuckle service skills at three different placement points (left, center, and right) and at three separate stages: pre-test, acquisition stage, and retention. The subjects of this study were 75 female high school students from the physical education table tennis class offered by the Shilin High School of Commerce, none of whom had formerly received professional table tennis training. The average age of those assessed was 15.81 (±0.53) years; the average height was 158.77 (±6.07) cm; and the average weight was 52.06 (±0.77) kg. The subjects were placed randomly into four separate groups: the blocked practice group (n=18), the serial practice group (n=19), the random practice group (n=19), and the control group (n=19). The experiment involved variables of high, medium, and low Contextual interference during training, and participants scored points based on varying levels of interference. It incorporated an even-training format (wherein both parties performed identical strokes) as well as separate group training sessions that prevented mutual interference. The experiment consisted of 11 sessions over six weeks and tests were conducted in the first week (experiment-initial), fifth week (experiment-final), and sixth week (post-experiment). The results were then analyzed using Two-way Analysis of Variance. If the analysis produced a marked contrast between causal factors, a test of simple-main effect would be applied. If the subsequent results again rendered a noticeable difference between causal factors, the Bonferroni Correction method would be employed. The results of the experiment show that in the experiment-final (skill acquisition) and post-experiment (retention) phases, the random practice group consistently outperformed the serial practice group, while the serial practice group in turn outperformed the blocked practice group. Moreover, the random practice, serial practice, and blocked practice groups all recorded better results than the control group. This study therefore concludes that the high-level Contextual interference experienced by the random practice group is conducive to increased levels of accuracy in the acquisition of table tennis skills.
Yang, Jing-Shiang, and 楊景翔. "Using Theta Burst Stimulation to Modulate the Contextual Interference Effects on Motor Sequence Learning." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/50306150080697496735.
Full text國立陽明大學
生物醫學工程學系
105
Practicing motor sequences arranged in an interleaved order in general leads to inferior performance during practice but better performance during retention, compared to practicing the same sequences arranged in a repetitive order. This phenomenon is known as the contextual interference (CI) effect. Previous functional magnetic resonance imaging (fMRI) studies suggested that motor regions, such as primary motor (M1), premotor, and prefrontal cortices are the neural substrates of CI effects on motor learning. Nevertheless, the causal relationship between these motor regions and CI benefits to learning remains unclear. In the current study, we applied the continuous theta burst stimulation (cTBS) to M1 immediately after the participants practiced serial reaction time tasks (SRTT) on Days 1 and 2. They received retention test on Day 5. Our findings showed that cTBS tended to interfere the CI benefits to motor sequence learning. However, indices of sequence learning such as sequence improving and sequence saving were not apparently affected by cTBS. Our results suggest that M1 is not the single region responsible for the CI benefits to motor sequence learning under the SRTT paradigm, and other motor regions should also be considered as the target of interest for cTBS.
Lee, Hung En, and 李鴻恩. "Effects of different contextual interference and feedback styles on basketball set shot skill acquisition." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/66918288329285980423.
Full text國立臺東大學
教育研究所
92
Abstract The purpose of this study was to investigate the effects of different contextual interference(CI)and feedback styles on basketball set shot skill acquisition. Taking the six grade students of Chiao Rong Elementary School, Taichung County, who have not the experience of basketball training, as the subjects(N=50).It assigned them to high CI with visual feedback group, high CI with spoken feedback group, low CI with visual feedback group and low CI with spoken feedback group, to carry out 16 times during 8 weeks of basketball set shot practice. All subjects’ grade of set shot accuracy was recorded every practice, and recorded the movement preference by DV. After eight weeks practice , taken acquisition tests, transfer tests and retention tests of eight weeks. The independent variables were CI(HCI、LCI)and feedback styles(visual、spoken), and the dependent variables were grade of evaluate and score the student’s set shot accuracy and movement preference. Descriptive statistics two way ANOVA and two way trend analysis. This study set the significant level(α) for all assumed tests at .05. The conclusions made from this research range were as follows: 1.The score of basketball set shot skill accuracy : On the acquisition , transfer and retention stage the interaction effect between different contextual interference and visual feedback had not reached significant level. On the acquisition and retention stage, the low CI group was significantly better than high CI group; In the transfer stage, each group had not reached significant level. The performance of basketball set shot skill :In the acquisition and retention stage ,each groups had not reached significant level.2. In the score of basketball set shot skill accuracy, high CI with visual feedback group、high CI group and visual feedback group, the score appeared linear trend week by week.3. In the performance of basketball set shot skill, high CI with visual feedback group、low CI with visual feedback group and visual feedback group appeared linear trend. High CI with visual feedback group and visual feedback group ,the score appeared quadratic trend at the same time.4. This study hope will be helpful for physical education and school administrative in aftertime.
Wen, Hsiu-Ling. "Contextual interference, working memory, and aging : will active senior adults benefit from random practice?" 2000. http://purl.galileo.usg.edu/uga%5Fetd/wen%5Fhsiu-ling%5F200005%5Fma.
Full textChen, Wen-Hsun, and 陳温旬. "Self-control has no effect in gradual contextual interference practice scheduling on motor performance and learning." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/19691206515206818526.
Full text國立臺灣師範大學
體育學系
102
Concepts of contextual interference and self-control were combined in this study. Effects of self-control on motor performance and learning under gradual contextual interference practice scheduling were examined. Twenty four young adult participants were randomly assigned into gradual contextual interference practice of self-control group or yoked group. Three “N” shape tasks with different relative timing but with the same overall duration (1800 ms) were used as experimental task. The dependent variables were absolute error, total variability, and relative timing error. 2 (group) x 3 (block) mixed design two-way ANOVA with repeated measures on blocks and independent t test indicated (1) absolute error, total variability, and relative timing error, were found no significant difference in acquisition phase; (2) absolute error, total variability, and relative timing error, were found no significant difference in retention test. These findings suggested that (1) There is no effect of self-control in gradual contextual interference practice scheduling on motor performance of motor accuracy, motor stability, and relative timing; (2) There is no effect of self-control in gradual contextual interference practice scheduling on motor learning of motor accuracy, motor stability, and relative timing accuracy.
Robinson, June P. "Ethnicity, age, and the effects of contextual interference on the acquisition, retention and transfer of a motor task." 2004. http://www.oregonpdf.org.
Full textKruisselbrink, Leroy. "Evaluative processes as the cognitive basis for the contextual interference effect : implications for a unified theory of skill acquistion." Thesis, 2000. https://dspace.library.uvic.ca//handle/1828/8997.
Full textGraduate
Wu, Tzung-Shien, and 吳宗憲. "Contextual Interference Effect for the Elementary School Upper Grade Students on the Acquisition of Table Tennis Forehand Knuckle Skills." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/32501421364894915769.
Full text國立屏東教育大學
體育學系碩士班
102
The purpose of this study was to explore the effect of contextual interference on the acquisition of table tennis forehand knuckle skills at three separate stages: pretest, post-test and retention test. The subjects of this study were 80(which contains 34 boys and 46 girls) students of 5th grade in Lin-Yuan elementary school ,and none of whom had formerly received professional table tennis training. The subjects were placed randomly into four separate groups: the blocked practice group (n=20), the serial practice group (n=20), the random practice group (n=20), and the control group (n=20). The independent variable were groups and test time; the dependent was the grades of proformace. And the experiment incorporated an even-training format (wherein both parties performed identical strokes) as well as separate group training sessions that prevented mutual interference. It consisted of seven weeks and tests were conducted in the first week (experiment-initial), sixth week (experiment-final), and seventh week (post-experiment). The results were analyzed by using Mixe design two-way ANOVA to testify the differences. If there is significance on interaction, then simple interaction test is further undertaken and simple main effect is performed regarding items with significance. This study sets a significance level of α = 0.05. The result of this study shows: 1. The blocked practice group, the serial practice group and the random practice group all outperformed the control group; the blocked practice group outperformed the random practice group. As to the blocked practice group and the serial practice group, there is no significant difference between them. 2. The grades of post-test and retention test are better than pretest, but the grades between post-test and retention are no difference. 3. There is interaction in different groups and test time. The concluding is that the contextual interference is advantageous to the acquisition of table tennis forehand knuckle skills.
Chen, Zhangyun. "High contextual interference and reduced frequency of knowledge of results (KR) effects of fading and evenly distributed KR on retention and transfer /." 2001. http://purl.galileo.usg.edu/uga%5Fetd/chen%5Fzhangyun%5F200105%5Fphd.
Full textCenteio, Rafael Rodrigues. "A coordenação motora bimanual no processo de ensino-aprendizagem da guitarra clássica: estratégias para resolução de problemas técnicos e musicais." Master's thesis, 2019. http://hdl.handle.net/1822/62059.
Full textO presente relatório inscreve-se no âmbito da realização do estágio profissional do Mestrado em Ensino de Música, ministrado pelo Instituto de Educação da Universidade do Minho, e pretende documentar o trabalho realizado num projeto de intervenção pedagógica supervisionada. O projeto associado a este estágio pretendeu investigar e aplicar estratégias pedagógicas para a resolução de problemas de coordenação bimanual no repertório dos alunos. Abordou-se extensivamente questões relacionadas com a coordenação motora e com a sua relevância no contexto do processo de ensinoaprendizagem da guitarra clássica. As estratégias elaboradas foram fundamentadas em conceitos tais como habilidades parciais, integração de habilidades, segmentação, abordagem integrada, transferência de aprendizagem e interferência contextual. Aplicou-se a imagética motora como recurso pedagógico visando o treino das habilidades motoras bimanuais. Abordou-se também o papel dos feedback intrínseco e extrínseco no ensino e na aprendizagem respetivamente, e a importância da demonstração instrumental em comparação com as instruções verbais. Todas as estratégias aplicadas foram eficazes na consolidação das habilidades motoras e no domínio das passagens musicais. Foi também realizado um questionário dirigido aos professores de guitarra clássica do ensino vocacional de música em Portugal. Pretendeu-se com este obter informação sobre em que grau os conceitos e estratégias mencionados fazem parte da prática de docência da guitarra clássica no país. As respostas obtidas sugerem que tais conceitos e estratégias estão de certo modo incluídos no pensamento pedagógico dos docentes no que concerne à conceção de metodologias e exercícios.
This report is part of a professional internship of the Master's Degree in Music Teaching, ministered by the Instituto de Educação da Universidade do Minho, and aims to document the work carried out in a supervised pedagogical intervention project. The project associated with this internship intended to investigate and apply pedagogical strategies to solve problems of bimanual coordination in the repertoire of students. Issues related to motor coordination and its relevance in the context of the teaching-learning process of Classical Guitar were extensively discussed. The strategies developed were based on concepts such as partial skills, skills integration, segmentation, integrated approach, learning transfer and contextual interference. Motor imagery was applied as a pedagogical resource aiming at the training of bimanual motor skills. The role of intrinsic and extrinsic feedback in teaching and learning was also discussed, and the importance of instrumental demonstration compared to verbal instructions. All strategies applied were effective in consolidating motor skills and in mastering musical passages. A questionnaire was also conducted for Classical Guitar teachers of vocational music education in Portugal. The intention was to obtain information on the degree to which the concepts and strategies mentioned are part of the teaching practice of classical guitar in the country. The answers obtained suggest that such concepts and strategies are in a way included in teachers' pedagogical thinking regarding the conception of methodologies and exercises.
Lee, Yu-Ping, and 李玉蘋. "The Learning Effects of Contextaul Interference in Three Kinds of Handstand Skill." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/84180715367707570487.
Full textAddou, Touria. "Mécanismes psychophysiques et neuronaux de la compensation dynamique de multiples champs de force : facilitation et anticipation liée à des indices de couleur." Thèse, 2015. http://hdl.handle.net/1866/15996.
Full textIn this thesis, we addressed motor control by two experimental approaches: psychophysical studies in human subjects and neurophysiological recordings in non-human primates. We identified unresolved issues concerning interference in motor learning during adaptation of subjects to two or more anti-correlated force fields. We designed paradigms in which arbitrary color stimuli provided contextual cues that allowed subjects to predict the nature of impending external force fields before encountering them physically during arm movements. This contextual knowledge helped to facilitate adaptation to the force fields by reducing this interference. According to one computational model of motor learning (MOdular Selection And Identification model for Control; MOSAIC), the color context cues made it easier for subjects to build “internal models” of each force field, to recall them and to switch between them with minimal interference. In our first experiment, four groups of human subjects performed elbow flexion/extension movements against two anti-correlated viscous force fields. We combined two different colors for the computer monitor background with two forces: resistive (Vr) and assistive (Va). The first two groups were control subjects. In those subjects, the color of the computer monitor changed at regular intervals but the force field remained constant; Vr was presented to the first group while the second group only experienced Va. As a result, the color cues were irrelevant in the two control groups. All control subjects adapted well to the single experienced force field (Vr or Va). In the two experimental groups, in contrast, the anti-correlated force fields and the monitor colors changed repeatedly between short blocks of trials. In the first experimental group (Reliable-cue subjects), there was a consistent relationship between the force and the stimulus (color of the monitor) - the red colour always signalled the resistive force while the green colour always signalled the assistive force. Adaptation to the two anti-correlated forces for the Reliable-cue group was significant during 10 days of training and almost as good as in the Irrelevant-cue groups who only experienced one of the two force fields. Furthermore, the Reliable-cue subjects quickly demonstrated predictive adaptive changes in their motor output whenever the monitor color changed, even during their first day of training, showing that they could use the reliable color context cues to recall the appropriate motor skills. In contrast, the monitor color also changed regularly between red and green in the second experimental group, but the force fields were not consistently associated with the color cue (Unreliable-cue group). These subjects took longer to adapt to the two force fields than the other three groups, and could not use the unreliable color cue change to make predictive changes to their motor output. Nevertheless, all Unreliable-cue subjects developed an ingenious strategy of making a specific “default” arm movement to probe the type of force field they would encounter in the first trial after the monitor color changed and used the proprioceptive feedback about the nature of the field to make appropriate predictive changes to their motor output for the next few trials, until the monitor color changed again, signifying the possibility of a change in force fields. This strategy was effective since the force remained constant in each short block of trials while the monitor color remained unchanged. This showed that the Unreliable-cue subjects were able to extract implicit and explicit information about the structure of the task from the color stimuli and use that knowledge to reduce interference when adapting to anti-correlated forces. The results of this first study encouraged us to advance our understanding of how subjects can recall multiple motor skills coupled to color context stimuli can be recalled, and how this phenomenon can be reflected by the neuronal activity in monkeys. Our aim was to elucidate how neurons of primary motor cortex (M1) can contribute to adaptive compensation for a wide range of different external forces during single-joint elbow flexion/extension movements. At the same time, we aimed to test the hypothesis evoked in the MOSAIC model, whereby multiple controller modules located in the cerebellum may predict each context and produce appropriate adaptive output signals for a small range of task conditions. Also, according to this hypothesis, M1 neurons may receive inputs from many specialized cerebellar controllers and show appropriate response modulations for a wide range of task conditions. We trained two monkeys to adapt their flexion/extension elbow movements against 5 different force-field conditions: null field without any external force disturbance, two anti-correlated viscous forces (assistive and resistive), which depended on movement speed and resembled that used in the human psychophysical study, a resistive elastic force which depended on elbow-joint position and finally, a visco-elastic field that was the linear sum of the elastic and viscous forces field. Each force field was reliably coupled to 5 different computer monitor background colors. The monkeys properly adapted to the 5 different force-field conditions and used the color context cues to recall the corresponding motor skill for the force field associated with each color, so that they could make predictive changes to their motor output before they physically encountered the force fields. EMG recordings eliminated the possibility that a co-contraction strategy was used by the monkeys to adapt to the force fields, since the EMG patterns were appropriate to compensate for each force-field condition. In parallel, M1 neurons showed systematic changes in their activity at the single-neuron and population level in each force-field condition that could signal the required changes in the direction, magnitude and time course of muscle force output required to compensate for the 5 force-field conditions. The patterns of response changes in each force field were consistent enough across M1 neurons to suggest that most M1 neurons contributed to the compensation for all force field conditions, in line with the predictions of the MOSAIC model. Also, these response changes do not support a strongly modular organization for M1.
Chen, Yun-chen, and 陳畇蓁. "The Effect of Different Contextual Interferences to the Grade-three Girls on Tee Ball hitting Skill Learning." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/83162946208127815840.
Full text國立屏東教育大學
體育學系
100
This research aimed to study the different contextual interferences to the grade-three girl students’ performance of the accurate Tee ball hitting skills. Therefore, both pre- experiment and formal experiment were applied in the study to follow an experimental research model. The pre- experiment consisted of confirming these girl students’ personal hitting distance and their learning weeks. While in the formal experiment, these untrained subjects, 30 grade-three girl students (8.7±0.3 years old) in Ser-Pei primary school located in Pin-Tung County, were divided into three groups according to their pre-test. They are blocked practice group, serial practice group, and random practice group. The independent variables in this study were the three teams and the three different tests in different test time ─ pre-test, post-test, and retention test. The accurate hitting skills were the dependent variables. These variables were all analyzed in the Mixed Design of Two-way ANOVA to testify the differences. If the interaction was obvious, the test of simple main effect would be applied. The conspicuous statistic level is α= 0.5. Finally, the findings of this study were presented as the following: A. There was certain interaction between the different contextual interferences (blocked practice group, serial practice group, random practice group) and the three different tests in different test time (pre-test, post-test, retention test). The average score of serial practice group was higher than that of serial practice group and random practice group. Besides, the average grade of the post-test is better than that of the pre-test and the retention test. B. As a result, the practice of the different contextual interferences was beneficial to the Tee Ball hitting skill learning. Hitting skill learning impressed the beginners very much. And the learning effect was greater. It was not easy for them to forget the skill.
Chen, Tingchieh, and 陳婷婕. "The Effect of Different Contextual Interferences to the Grade-three and Grade-four Pupils on Soccer Tee Shooting Skill Learning." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/56837714288176789804.
Full text國立屏東教育大學
體育學系碩士班
101
This research aimed to study the different contextual interferences to the grade-three and grade-four pupils of the Soccer Tee inside kick shooting , instep kick shooting and outside kick shooting in different testing time(pre-test and post-test). There are forty-eight untrained grade three and grade four subjects in Bei Ye primary school in Ma Jia township in Pingtung county, whose average age is between nine to eleven years old, average height is 130±5.9 centimeters, and average weight is 32.8±7.7 kilograms. The subjects are divided into four groups randomly, and there are blocked practice group (twelve subjects), serial practice group (twelve subjects), random practice group (twelve subjects) and control group (twelve subjects). The method is practiced by dividing subjects into four groups (blocked practice group, serial practice group, random practice group, and control group), and it will last twice a week, forty minutes each section, for four weeks, in each section three kinds of shootings will be practiced, so 36 shots will be counted. These variable were all analyzed in the Mixed design Two-way ANOVA to testify the differences. If the interaction was obvious, the test of simple main effect would be applied. The conspicuous statistic level is α=.05. The finding of the study presented that the learning of the blocked practice group, serial practice group, and random practice group is better than the control group, but there is no significant difference between blocked practice group, serial practice group, and random practice group. As a result, applying different skill learning to grade-three and grade-four pupils by dividing them into blocked group practice, serial practice group, and random practice group, are all beneficial methods to improve their motion skills.