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Artykuły w czasopismach na temat "Contextual interference"
Smith, Peter J. K. "Task Duration in Contextual Interference". Perceptual and Motor Skills 95, nr 3_suppl (grudzień 2002): 1155–62. http://dx.doi.org/10.2466/pms.2002.95.3f.1155.
Pełny tekst źródłaSMITH, PETER J. K. "TASK DURATION IN CONTEXTUAL INTERFERENCE". Perceptual and Motor Skills 95, nr 7 (2002): 1155. http://dx.doi.org/10.2466/pms.95.7.1155-1162.
Pełny tekst źródłaShea, Charles H., Robert Kohl i Catherine Indermill. "Contextual interference: Contributions of practice". Acta Psychologica 73, nr 2 (marzec 1990): 145–57. http://dx.doi.org/10.1016/0001-6918(90)90076-r.
Pełny tekst źródłaSmith, Peter J. K. "Attention and the Contextual Interference Effect for a Continuous Task". Perceptual and Motor Skills 84, nr 1 (luty 1997): 83–92. http://dx.doi.org/10.2466/pms.1997.84.1.83.
Pełny tekst źródłaSmith, Peter J. K. "Applying Contextual Interference to Snowboarding Skills". Perceptual and Motor Skills 95, nr 3 (grudzień 2002): 999–1005. http://dx.doi.org/10.2466/pms.2002.95.3.999.
Pełny tekst źródłaÁvila, Francisco, Jesús Damas, Juan A. García, Vicente Luis, Raúl Reina i Antonio Ruíz. "Contextual Interference in Learning Precision Skills". Perceptual and Motor Skills 97, nr 1 (sierpień 2003): 121–28. http://dx.doi.org/10.2466/pms.2003.97.1.121.
Pełny tekst źródłaFRANCISC. "CONTEXTUAL INTERFERENCE IN LEARNING PRECISION SKILLS". Perceptual and Motor Skills 97, nr 5 (2003): 121. http://dx.doi.org/10.2466/pms.97.5.121-128.
Pełny tekst źródłaBrady, Frank. "Contextual Interference: A Meta-Analytic Study". Perceptual and Motor Skills 99, nr 1 (sierpień 2004): 116–26. http://dx.doi.org/10.2466/pms.99.1.116-126.
Pełny tekst źródłaBRADY, FRANK. "CONTEXTUAL INTERFERENCE: A META-ANALYTIC STUDY". Perceptual and Motor Skills 99, nr 4 (2004): 116. http://dx.doi.org/10.2466/pms.99.4.116-126.
Pełny tekst źródłaBRADY, FRANK. "CONTEXTUAL INTERFERENCE: A META-ANALYTIC STUDY". Perceptual and Motor Skills 99, nr 5 (2004): 116. http://dx.doi.org/10.2466/pms.99.5.116-126.
Pełny tekst źródłaRozprawy doktorskie na temat "Contextual interference"
Gane, Brian D. "Can modular examples and contextual interference improve transfer?" Thesis, Georgia Institute of Technology, 2006. http://hdl.handle.net/1853/11451.
Pełny tekst źródłaSteinfeld, Michael. "Contextual Control Of Instrumental Actions And Habits Following Retroactive Interference". ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1041.
Pełny tekst źródłaFarrow, Damian Thomas, i 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.
Pełny tekst źródłaSilva, 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.
Pełny tekst źródłaPatel, 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.
Pełny tekst źródłaResearch 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/.
Pełny tekst źródłaIn 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.
Pełny tekst źródłaThis 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.
Pełny tekst źródłaSnider, 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.
Pełny tekst źródłaSouza, 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/.
Pełny tekst źródłaThe 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
Książki na temat "Contextual interference"
Contextual and thematic interference in Montaigne's Essais. Sheffield, England: Sheffield Academic Press, 1986.
Znajdź pełny tekst źródłaDavis, Gregory Scott. The effect of contextual and retroactive interference on the retention of a motor skill. Eugene: Microform Publications, College of Human development and performance, University of Oregon, 1989.
Znajdź pełny tekst źródłaHu, Jinyoung. The effect of contextual interference on children's acquisition, transfer, and retention of as closed skill. Eugene: Microform Publications, College of Human Development and Performance, University of Oregon, 1989.
Znajdź pełny tekst źródłaContextual interference effects as a function of age. 1991.
Znajdź pełny tekst źródłaContextual interference effects as a function of age. 1988.
Znajdź pełny tekst źródłaHorvat, Michael, Phillip D. Tomporowski i Bryan A. McCullick. Role of Contextual Interference and Mental Engagement on Learning. Nova Science Publishers, Incorporated, 2010.
Znajdź pełny tekst źródłaThe contextual interference effect in learning an open motor skill. 1988.
Znajdź pełny tekst źródłaThe contextual interference effect in learning an open motor skill. 1986.
Znajdź pełny tekst źródłaThe effects of retroactive inhibition and contextual interference on learning a motor task. 1992.
Znajdź pełny tekst źródłaThe effects of retroactive inhibition and contextual interference on learning a motor task. 1991.
Znajdź pełny tekst źródłaCzęści książek na temat "Contextual interference"
Wright, David L., i Taewon Kim. "Contextual interference". W Skill Acquisition in Sport, 99–118. Third Edition. | New York : Routledge, 2019. | “First edition published by Routledge 2004”--T.p. verso. | Previous edition: 2012.: Routledge, 2019. http://dx.doi.org/10.4324/9781351189750-6.
Pełny tekst źródłaKhrennikov, Andrei. "Contextual Probability and Interference". W Contextual Approach to Quantum Formalism, 47–79. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9593-1_3.
Pełny tekst źródłaKhrennikov, Andrei. "Interference of Probabilities from Law of Large Numbers". W Contextual Approach to Quantum Formalism, 159–67. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9593-1_7.
Pełny tekst źródłaShea, John B., i Robert C. Graf. "A Model for Contextual Interference Effects in Motor Learning". W Cognitive Assessment, 73–87. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4757-9730-5_4.
Pełny tekst źródłaZiegler, Cyrill, Andreas Papageorgiou, Mathias Hirschi, Rosina Genovese i Oliver Christ. "Training in Immersive Virtual Reality: A Short Review of Presumptions and the Contextual Interference Effect". W Advances in Intelligent Systems and Computing, 328–33. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44267-5_49.
Pełny tekst źródła"Contextual interference". W Skill Acquisition in Sport, 53–68. Routledge, 2004. http://dx.doi.org/10.4324/9780203646564-8.
Pełny tekst źródłaBirklbauer, Jürgen. "2 The Contextual Interference Effect". W Optimal Variability for Effective Motor Learning, 17–37. Meyer & Meyer Sportverlag, 2019. http://dx.doi.org/10.5771/9783840312915-17.
Pełny tekst źródła"6. Contextual probability and interference". W Interpretations of Probability. Berlin, New York: Walter de Gruyter, 2009. http://dx.doi.org/10.1515/9783110213195.157.
Pełny tekst źródła"Contextual interference: Generalizability and limitations". W Skill Acquisition in Sport, 105–19. Routledge, 2012. http://dx.doi.org/10.4324/9780203133712-15.
Pełny tekst źródłaFendel, Victoria Beatrix Maria. "Summary and Conclusion". W Coptic Interference in the Syntax of Greek Letters from Egypt, 445—C10.P241. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192869173.003.0010.
Pełny tekst źródłaStreszczenia konferencji na temat "Contextual interference"
Ayala-Romero, Jose A., Juan J. Alcaraz, Andrea Zanella i Michele Zorzi. "Contextual Bandit Approach for Energy Saving and Interference Coordination in HetNets". W 2018 IEEE International Conference on Communications (ICC 2018). IEEE, 2018. http://dx.doi.org/10.1109/icc.2018.8422872.
Pełny tekst źródłaHan, Lifei, i Jing Rong. "Research of the Contextual Interference and Augmented Feedback on Golf Putting Skills". W 2013 International Workshop on Computer Science in Sports. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/iwcss-13.2013.17.
Pełny tekst źródłaMarín García, Teresa, Elisa Lozano Chiarlones, Eduardo Marín Sánchez, Patricia Esacario Jover, José Maldonado Gómez, Rocío Villalonga Campos i Bernabé Gómez Moreno. "Laboratorio de Interferencias Artísticas y Mediales. Procesos de investigación artística sobre visualidades experimentales." W IV Congreso Internacional de Investigación en Artes Visuales. ANIAV 2019. Imagen [N] Visible. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/aniav.2019.9018.
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