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Journal articles on the topic 'Contextual interference'

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Published: 4 June 2021

Last updated: 28 January 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Jelsma, Otto, and Jeroen J. G. van Merriënboer. "Contextual Interference: Interactions with Reflection-Impulsivity." Perceptual and Motor Skills 68, no. 3_suppl (June 1989): 1055–64. http://dx.doi.org/10.2466/pms.1989.68.3c.1055.

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In the present study, interactions of contextual interference and the cognitive style reflection-impulsivity were examined for training and retention performance. 64 subjects were randomly assigned to either a random or blocked practice schedule in learning a cursor-movement task. Reflectivity indices were determined by means of our computerized version of the Matching Familiar Figures Test. Analysis showed that the generally positive effect of practicing under a random practice schedule decreased for more reflective subjects. Further, training under a random practice schedule forced impulsive subjects to behave more like reflective ones, which improved their performance at retention. It was concluded that reflection-impulsivity is an important factor to be incorporated into the design of effective training programs.

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12

Brady, Frank. "Contextual Interference and Teaching Golf Skills." Perceptual and Motor Skills 84, no. 1 (February 1997): 347–50. http://dx.doi.org/10.2466/pms.1997.84.1.347.

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This study was designed to examine the contextual interference effect on teaching golf skills in a naturalistic setting to 2 groups of 18 novice golfers who as undergraduate students practiced four foundational skills under conditions of low and high contextual interference, respectively. A t test for independent samples indicated no significant differences between groups. Findings are discussed and recommendations for research are made.

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13

Wright, Maarten A. Immink David L. "Contextual Interference: A Response Planning Account." Quarterly Journal of Experimental Psychology A 51, no. 4 (November 1, 1998): 735–54. http://dx.doi.org/10.1080/027249898391369.

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14

Immink, Maarten A., and David L. Wright. "Contextual Interference: A Response Planning Account." Quarterly Journal of Experimental Psychology Section A 51, no. 4 (November 1998): 735–54. http://dx.doi.org/10.1080/713755789.

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15

Jimenez, Judith, Walter Salazar, and Maria Morera. "Contextual Interference Effect on Motor Skills." Medicine & Science in Sports & Exercise 48 (May 2016): 606–7. http://dx.doi.org/10.1249/01.mss.0000486820.57236.1e.

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16

Simon, Dominic A. "Contextual Interference Effects with Two Tasks." Perceptual and Motor Skills 105, no. 1 (August 2007): 177–83. http://dx.doi.org/10.2466/pms.105.1.177-183.

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The present study was intended to test whether the standard contextual interference effect would be observed when only two patterns were practiced in blocked or random schedules of multisegment movement tasks rather than three patterns which is the norm. In line with the basic effect, Blocked learners' performance was closer to ideal during acquisition, but Random learners had smaller errors at 24-hr. retention. In addition, random learners had better recall of the details of the patterns they had practiced. Learners' predictions of retention performance did not match the group differences actually observed.

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17

SIMON, DOMINIC A. "CONTEXTUAL INTERFERENCE EFFECTS WITH TWO TASKS." Perceptual and Motor Skills 105, no. 5 (2007): 177. http://dx.doi.org/10.2466/pms.105.5.177-183.

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18

Zetou, Eleni, Maria Michalopoulou, Katerina Giazitzi, and Efthimis Kioumourtzoglou. "Contextual Interference Effects in Learning Volleyball Skills." Perceptual and Motor Skills 104, no. 3 (June 2007): 995–1004. http://dx.doi.org/10.2466/pms.104.3.995-1004.

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The aim of this study was to examine the contextual interference effect on learning three volleyball skills. Participants were 26 novice female volleyball players ( M age = 12.4 yr., SD = 1.2). They were assigned into two groups, Low Interference ( n = 13) and High Interference ( n = 13). Two practice schedules were used: blocked (Low Interference) and random (High Interference). The training period lasted for 10 weeks and included 2 training sessions of 75 min. each per week. The pretest was performed before the first training session, the posttest was performed after the completion of the last training period, and the retention test was performed two weeks after the posttest. A 2 (Groups) × 3 (Measurement Periods) analysis of variance with repeated measures indicated significant improvement in performance between pre- and posttests for both High Interference and Low Interference groups for the three skills included in this study. There was no significant main effect of group or interaction effect of group and measure. These findings suggest that either blocked or random practice could be effectively used in learning of volleyball skills by unskilled children.

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19

Li, Yuhua, and Rogerio Pereira Lima. "Rehearsal of Task Variations and Contextual Interference Effect in a Field Setting." Perceptual and Motor Skills 94, no. 3 (June 2002): 750–52. http://dx.doi.org/10.2466/pms.2002.94.3.750.

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The present study showed a consistent pattern with a typical contextual interference effect in motor skill learning ( N = 38 adults). Individuals trained under the high contextual interference condition may receive greater learning benefits than those under the low contextual interference condition during the rehearsal of task variations of a single motor skill in a field setting.

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20

Schweighofer, Nicolas, Jeong-Yoon Lee, Hui-Ting Goh, Youggeun Choi, Sung Shin Kim, Jill Campbell Stewart, Rebecca Lewthwaite, and Carolee J. Winstein. "Mechanisms of the contextual interference effect in individuals poststroke." Journal of Neurophysiology 106, no. 5 (November 2011): 2632–41. http://dx.doi.org/10.1152/jn.00399.2011.

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

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21

Lage, Guilherme M., Larissa O. Faria, Natália F. A. Ambrósio, Athos M. P. Borges, and Tércio Apolinário-Souza. "What Is the Level of Contextual Interference in Serial Practice? A Meta-Analytic Review." Journal of Motor Learning and Development 10, no. 1 (April 1, 2022): 224–42. http://dx.doi.org/10.1123/jmld.2021-0020.

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

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22

HALL, KELLIE GREEN, DEREK A. DOMINGUES, and RICHARD CAVAZOS. "CONTEXTUAL INTERFERENCE EFFECTS WITH SKILLED BASEBALL PLAYERS." Perceptual and Motor Skills 78, no. 3 (June 1994): 835–41. http://dx.doi.org/10.2466/pms.1994.78.3.835.

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23

Tsutsui, Seijiro, Mitsuhiro Satoh, and Kota Yamamoto. "Contextual Interference Modulated by Pitcher Skill Level." International Journal of Sport and Health Science 11 (2013): 68–75. http://dx.doi.org/10.5432/ijshs.201211.

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24

Barreiros, João, Teresa Figueiredo, and Mário Godinho. "The contextual interference effect in applied settings." European Physical Education Review 13, no. 2 (June 2007): 195–208. http://dx.doi.org/10.1177/1356336x07076876.

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25

Rey, Patricia Del, Xiaoying Liu, and Kathy Jean Simpson. "Does Retroactive Inhibition Influence Contextual Interference Effects?" Research Quarterly for Exercise and Sport 65, no. 2 (June 1994): 120–26. http://dx.doi.org/10.1080/02701367.1994.10607606.

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26

Vaskevich, Anna, and Roy Luria. "Neural Evidence for Interference in Contextual Cueing." Journal of Vision 19, no. 10 (May 6, 2019): 316c. http://dx.doi.org/10.1167/19.10.316c.

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27

Hall, Kellie Green, Derek A. Domingues, and Richard Cavazos. "Contextual Interference Effects with Skilled Baseball Players." Perceptual and Motor Skills 78, no. 3 (June 1994): 835–41. http://dx.doi.org/10.1177/003151259407800331.

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The learning benefits of contextual interference have been frequently demonstrated in different settings using novice learners. The purpose of the present study was to test such effects with skilled athletic performers. Scheduling differences for biweekly additional (“extra”) batting-practice sessions of a collegiate baseball team were examined. 30 players (ns = 10) were blocked on skill and then randomly assigned to one of three groups. The random and blocked groups received 2 additional batting-practice sessions each week for 6 wk. (12 sessions), while the control group received no additional practice. The extra sessions consisted of 45 pitches, 15 fastballs, 15 curve-balls, and 15 change-up pitches. The random group received these pitches in a random order, while the blocked group received all 15 of one type, then 15 of the next type, and finally 15 of the last type of pitch in a blocked fashion. All subjects received a pretest of 45 randomly presented pitches of the three varieties. After 6 wk. of extra batting practice, all subjects received two transfer tests, each of 45 trials; one was presented randomly and one blocked. The transfer tests were counterbalanced across subjects. Pretest analysis showed no significant differences among groups. On both the random and blocked transfer tests, however, the random group performed with reliably higher scores than the blocked group, who performed better than the control group. When comparing the pretest to the random transfer test, the random group improved 56.7%, the blocked group 24.8%, and the control group only 6.2%. These findings demonstrate the contextual interference effect to be robust and beneficial even to skilled learners in a complex sport setting.

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28

Smith, Peter J. K., and Marianne Davies. "Applying contextual interference to the Pawlata roll." Journal of Sports Sciences 13, no. 6 (December 1995): 455–62. http://dx.doi.org/10.1080/02640419508732262.

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29

Gutchess, Angela H., Andrew Hebrank, Bradley P. Sutton, Eric Leshikar, Michael W. L. Chee, Jiat Chow Tan, Joshua O. S. Goh, and Denise C. Park. "Contextual interference in recognition memory with age." NeuroImage 35, no. 3 (April 2007): 1338–47. http://dx.doi.org/10.1016/j.neuroimage.2007.01.043.

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30

Kruisselbrink, L. Darren, and Geraldine H. Van Gyn. "Task Characteristics and the Contextual Interference Effect." Perceptual and Motor Skills 113, no. 1 (August 2011): 19–37. http://dx.doi.org/10.2466/22.pms.113.4.19-37.

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31

Brady, Frank. "The Contextual Interference Effect and Sport Skills." Perceptual and Motor Skills 106, no. 2 (April 2008): 461–72. http://dx.doi.org/10.2466/pms.106.2.461-472.

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32

Del Rey, Patricia, Emily Wughalter, and Martna Carnes. "Forgetting and Its Effect on Contextual Interference." Proceedings of the Human Factors Society Annual Meeting 30, no. 6 (September 1986): 519–23. http://dx.doi.org/10.1177/154193128603000602.

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Contextual interference effects (Battig, 1979) on memory and transfer were investigated using coincidence anticipation tasks in which subjects had to predict the arrival time of a light stimulus. A cognitive-motor interpolated activity was performed by one group of subjects and this condition was compared to blocked and random practice conditions. This study investigated the hypothesis of Lee & Magill (1985) that forgetting the cognitive processing steps in performance of a task would benefit retention. Results are discussed and recommendations for future work suggested.

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33

Kumar, Anand, Ali Besharat, Charles D. Lindsey, and Shanker Krishnan. "Contextual and Competitive Interference: Inhibition or Facilitation?" Journal of Advertising 43, no. 3 (July 3, 2014): 228–43. http://dx.doi.org/10.1080/00913367.2013.853631.

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34

Jarus, Tal, and Tzipi Gutman. "Effects of Cognitive Processes and Task Complexity on Acquisition, Retention, and Transfer of Motor Skills." Canadian Journal of Occupational Therapy 68, no. 4 (October 2001): 255–64. http://dx.doi.org/10.1177/000841740106800409.

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This experiment was designed to investigate the effect of cognitive problem-solving operations (termed contextual interference) and complexity of tasks on the acquisition retention and transfer of motor skills. Ninety-six children, ages 7.5-9.5 practised the task of throwing beanbags under either low contextual interference (blocked practice), high contextual interference (random practice) or medium contextual interference (combined practice). Half of the participants acquired a complex task and the other half a simple task. All participants performed 30 acquisition trials, 9 retention trials and 4 transfer trials. Results indicated that participants who practised in the blocked practice group did not differ in their performance whether they acquired complex or simple tasks. On the other hand, participants from the random and combined practice groups who acquired simple tasks performed better than those who acquired complex tasks. These findings support the hypothesis that there is a limit to the interference during practice that will benefit retention and transfer, thus creating the contextual interference effect. It seems that the complex-task condition combined with random or combined practice schedule increased the difficulty of acquisition, possibly impeding the cognitive processing during acquisition, thus impairing the learning process.

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35

Goettl, Barry P. "Contextual Interference Effects on Acquisition and Transfer of a Complex Motor Task." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 38, no. 18 (October 1994): 1220–24. http://dx.doi.org/10.1177/154193129403801817.

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Research in motor skill and verbal memory suggests that random sequencing of trials results in retention and transfer that is superior to blocked presentation of trials. The contextual interference effect is based largely on relatively simple motor and verbal tasks. The present study explores the generalizability of the contextual interference effect to a complex flight simulator task. Subjects (66 males and 45 females) were assigned to three groups (i.e., whole-task, part-task blocked, and part-task sequenced) and trained on a desktop flight simulator. Part-task blocked subjects practiced 13 component tasks presented in blocks (low contextual interference), and part-task sequenced subjects practiced the same component tasks presented in a sequence that was repeated several times (high contextual interference). It was predicted that part-task sequenced subjects would show superior retention and transfer compared to blocked subjects. Results indicated that whole-task subjects showed the best retention and the two part-task groups did not differ. Additionally, all three groups showed equivalent performance on the transfer task. These results suggest that the contextual interference effect may not generalize to complex tasks.

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36

Bortoli, Laura, Claudio Robazza, Valter Durigon, and Carlo Carra. "Effects of Contextual Interference on Learning Technical Sports Skills." Perceptual and Motor Skills 75, no. 2 (October 1992): 555–62. http://dx.doi.org/10.2466/pms.1992.75.2.555.

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The effects of contextual interference on learning skills of volleyball (volley, bump, serve) are influenced by the scheduling of actual practice sessions: the activities can be proposed in a repetitive practice schedule (blocked practice) by continuously repeating the same task (low interference) or in random practice schedules by performing more tasks or variations of one same activity (high interference). High contextual interference, even though causing immediate limited performance, leads to superior performance on retention and transfer tests. Four experimental groups (13 students each) were placed in conditions of random, blocked, serial, and serial with high interference practice for 8 meetings (2 tests and 6 practice). Analysis yielded significant differences among the groups on a transfer test (long transfer) for the serve, so results in this instructional setting are partially in line with those generally found in laboratory experiments.

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37

Pollock, Barbara J., and Timothy D. Lee. "Dissociated Contextual Interference Effects in Children and Adults." Perceptual and Motor Skills 84, no. 3 (June 1997): 851–58. http://dx.doi.org/10.2466/pms.1997.84.3.851.

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24 7-yr.-old children and 24 university-age adults practiced a ballistic aiming task under either low contextual interference (blocked practice) or high contextual interference (random practice). All subjects performed 90 acquisition trials, followed by 20 transfer trials and 15 retention trials. Similar to previous findings, the adults performed the acquisition trials better under blocked than under random conditions, yet performed the retention and transfer tests better after random than blocked practice. No differences in acquisition were found between blocked and random practice conditions for the children; nevertheless, the random group performed the retention and transfer tests better than the blocked group. The results are discussed in relation to applied and theoretical issues of contextual interference.

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38

Pollatou, E., E. Kioumourtzoglou, N. Agelousis, and G. Mavromatis. "Contextual Interference Effects in Learning Novel Motor Skills." Perceptual and Motor Skills 84, no. 2 (April 1997): 487–96. http://dx.doi.org/10.2466/pms.1997.84.2.487.

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The present study investigated the generalizability of contextual interference effects by extending previous laboratory and field research to novel movements controlled by different motor programs. 30 men and 33 women learned novel throwing and kicking tasks, practicing with blocked, serial, or random schedules. The subjects practiced the tasks four days a week for two weeks and then were given a postest. One week later subjects were given a retention test. Significant improvements in performance were found for all groups for both tasks; however, a significant effect for practice condition was found only for the throwing task during retention, for which the random practice schedule led to better learning than the blocked and the serial practice. These findings suggest that the blocked, serial, and random practice methods could be effectively used for tasks controlled by different motor programs but must be practiced in the same teaching session, without expecting one to be more effective in learning than any other.

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39

Ugrinowitsch, Herbert, and Edison De Jesus Manoel. "Contextual interference: manipulation of invariable and variable aspect." Revista Paulista de Educação Física 10, no. 1 (June 20, 1996): 48. http://dx.doi.org/10.11606/issn.2594-5904.rpef.1996.138475.

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A estrutura da prática é uma importante variável na aprendizagem de habilidades motoras. A prática variada têm sido proposta como um dos mais relevantes fatores nesta perspectiva (Schmidt, 1975). A teoria de interferência contextual, por sua vez, propõe que a aprendizagem será mais eficaz quando a prática variada é estruturada de forma randomizada. Entretanto, “o que” está sendo alterado durante a prática - programa motor ou parametrização (aspecto invariável e variável, respectivamente) - é uma questão ainda pouco investigada. O presente estudo relata dois experimentos realizados para verificar os efeitos da interferência contextual quando as variações na tarefa são definidas de acordo com os aspectos invariáveis ou variáveis. No primeiro experimento foi manipulado um aspecto invariável (seqüência de eventos) e, no segundo, o aspecto variável (seleção de grupo muscular). Em cada experimento dois grupos foram formados: por blocos (GB) e randomizado (GR). Quando o aspecto invariável foi manipulado, o GR apresentou diferença significante na fase de aquisição e também nos testes de retenção e transferência em comparação ao GB. Todavia, quando o aspecto variável foi manipulado, o GR obteve “performance” muito similar ao GB em todas as fases do experimento. Cada grupo mostrou diferença significante apenas entre os blocos de prática na fase de aquisição. Embora nos testes de retenção e transferência houvesse uma tendência de superioridade do GB, essa diferença não foi estatisticamente significante. Os resultados estão em conformidade com as predições feitas por Magill & Hall (1990)

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40

Goode, Sinah, and Richard A. Magill. "Contextual Interference Effects in Learning Three Badminton Serves." Research Quarterly for Exercise and Sport 57, no. 4 (December 1986): 308–14. http://dx.doi.org/10.1080/02701367.1986.10608091.

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41

Chalavi, Sima, Lisa Pauwels, Kirstin-Friederike Heise, Hamed Zivari Adab, Celine Maes, Nicolaas A. J. Puts, Richard A. E. Edden, and Stephan P. Swinnen. "The neurochemical basis of the contextual interference effect." Neurobiology of Aging 66 (June 2018): 85–96. http://dx.doi.org/10.1016/j.neurobiolaging.2018.02.014.

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42

Feghhi, Iman, Roholla Valizadeh, Marjan Rahimpour, Mona Abdolhamid Tehrani, and Sedighe Karampour. "Contextual Interference in Learning Three Table Tennis Services." Procedia - Social and Behavioral Sciences 191 (June 2015): 546–49. http://dx.doi.org/10.1016/j.sbspro.2015.04.427.

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43

BROADBENT, DAVID P., JOE CAUSER, PAUL R. FORD, and A. MARK WILLIAMS. "Contextual Interference Effect on Perceptual–Cognitive Skills Training." Medicine & Science in Sports & Exercise 47, no. 6 (June 2015): 1243–50. http://dx.doi.org/10.1249/mss.0000000000000530.

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44

Meira, Cassio M., Jeffrey T. Fairbrother, and Carlos R. Perez. "Contextual Interference and Introversion/Extraversion in Motor Learning." Perceptual and Motor Skills 121, no. 2 (October 2015): 447–60. http://dx.doi.org/10.2466/23.pms.121c20x6.

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45

Sekiya, Hiroshi. "Contextual Interference in Implicit and Explicit Motor Learning." Perceptual and Motor Skills 103, no. 2 (October 2006): 333–43. http://dx.doi.org/10.2466/pms.103.2.333-343.

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SEKIYA, HIROSHI. "CONTEXTUAL INTERFERENCE IN IMPLICIT AND EXPLICIT MOTOR LEARNING." Perceptual and Motor Skills 103, no. 6 (2006): 333. http://dx.doi.org/10.2466/pms.103.6.333-343.

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Maslovat, Dana, Romeo Chua, Timothy D. Lee, and Ian M. Franks. "Contextual Interference: Single Task versus Multi-task Learning." Motor Control 8, no. 2 (April 2004): 213–33. http://dx.doi.org/10.1123/mcj.8.2.213.

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Boutin, Arnaud, and Yannick Blandin. "Cognitive underpinnings of contextual interference during motor learning." Acta Psychologica 135, no. 2 (October 2010): 233–39. http://dx.doi.org/10.1016/j.actpsy.2010.07.004.

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Howard, Ian S., Daniel M. Wolpert, and David W. Franklin. "The effect of contextual cues on the encoding of motor memories." Journal of Neurophysiology 109, no. 10 (May 15, 2013): 2632–44. http://dx.doi.org/10.1152/jn.00773.2012.

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Abstract:

Several studies have shown that sensory contextual cues can reduce the interference observed during learning of opposing force fields. However, because each study examined a small set of cues, often in a unique paradigm, the relative efficacy of different sensory contextual cues is unclear. In the present study we quantify how seven contextual cues, some investigated previously and some novel, affect the formation and recall of motor memories. Subjects made movements in a velocity-dependent curl field, with direction varying randomly from trial to trial but always associated with a unique contextual cue. Linking field direction to the cursor or background color, or to peripheral visual motion cues, did not reduce interference. In contrast, the orientation of a visual object attached to the hand cursor significantly reduced interference, albeit by a small amount. When the fields were associated with movement in different locations in the workspace, a substantial reduction in interference was observed. We tested whether this reduction in interference was due to the different locations of the visual feedback (targets and cursor) or the movements (proprioceptive). When the fields were associated only with changes in visual display location (movements always made centrally) or only with changes in the movement location (visual feedback always displayed centrally), a substantial reduction in interference was observed. These results show that although some visual cues can lead to the formation and recall of distinct representations in motor memory, changes in spatial visual and proprioceptive states of the movement are far more effective than changes in simple visual contextual cues.

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Fauria, Karine, Kyran Dale, Matthew Colborn, and Thomas S. Collett. "Learning speed and contextual isolation in bumblebees." Journal of Experimental Biology 205, no. 7 (April 1, 2002): 1009–18. http://dx.doi.org/10.1242/jeb.205.7.1009.

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Abstract:

SUMMARY Bumblebees will learn to approach one of a pair of patterns (a 45°grating) and to avoid the other (a 135° grating) to reach a feeder, and to do the opposite to reach their nest (approach a 135° grating and avoid a 45° grating). These two potentially competing visuo-motor associations are insulated from each other because they are set in different contexts. We investigated what training conditions allow the two sets of associations to be acquired without mutual interference. If the discrimination at the feeder has already been learnt, then the discrimination at the nest can be readily acquired without disrupting the bees' performance at the feeder. But, if the two are learnt simultaneously,there is mutual interference. Prior experience of the two contexts before the discriminations are learnt does not prevent interference. We conclude that visual patterns and contextual cues must already be associated with each other for a visuo-motor association to be isolated from the interfering effects of a competing association that is acquired in a separate context. This pattern of results was mimicked in a simple neural network with Hebbian synapses, in which local and contextual cues were bound together into a configural unit.

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