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In an exploratory study, the effects of contextual interference on retention and transfer performance were studied for learning a complex cognitive skill, namely, troubleshooting a computer-based simulation of a chemical process plant. Support was found for the “transfer paradox”: high contextual interference had negative effects on performance during practice and none on number of retention problems solved after the training but positive effects on number of new problems solved (transfer). Implications for the design of training are discussed.

In the present study the effects of contextual interference on the retention and transfer performance of reflectives and impulsives on a maze task were studied. Forty-seven subjects were randomly assigned to either a high contextual interference group or to a low contextual interference group. Within the two groups subjects were further classified according to their preferred modes of responding. Retention and transfer were measured immediately following practice and after a 4-week delay. The dependent variables were tracing time and errors. Reflectives made fewer errors and moved more quickly after practising under conditions of high contextual interference. Impulsives tended to have fewer errors after practising under conditions of high contextual interference but moved more slowly. Based on these results it was suggested that trainers consider individual differences in reflectivityimpulsivity before designing particular practice schedules.Almost any skill training programme emphasizes retention of skills that were practised during acquisition and in addition their transfer to a variety of different but related task demands in various situations (Annett and Piech, 1985;Annett and Sparrow, 1985). Recent explorations of contextual interference in motor skill learning suggest that retention and transfer are enhanced if the training programme forces subjects to increase the extent of cognitive processing during skill acquisition (Battig

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.

Abstract. This paper presents a detailed description of the ADAPT (Apply Delayed Automatization for Positive Transfer) design model. ADAPT is based upon production system models of learning and provides guidelines for developing instructional systems that offer transfer of learned siriUs. The model suggests that transfer of training can be attributed to procedure overlap between the original training task and the transfer task, as well as to analogy between new problem solving situations and acquired cognitive schemata. More specifically, the role of schemata in transfer is thought to increase as the transfer task becomes more different from the original training task. Several instructional tactics are suggested to optimize transfer of training. Declarative tactics pertain to the instructional design for acquiring knowledge which is relevant to performance of the skill; such tactics include demonstrating the skill, verbal instruction, the encouragement to paraphrase particular pieces of information, the application of advance organizers and mnemonic systems, and the presentation of concrete models and examples. Procedural tactics refer to the instructional design for acquiring the skill, that is, to the design of practice; such tactics include the encouragement to imitate the skill, the application of variability of practice and contextual interference, and the presentation of annotated examples. The relevance of ADAPT is evaluated and implications for future research are presented.