Contextual Interference: Interactions with Reflection-Impulsivity

Abstract

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.

The ADAPT design model: towards instructional control of transfer

“…For instance, a subject parameter like reflection-impulsivity (Kagan, Rosman, Day, Albert and Phillips, 1964) may be an important factor in schematization because it is a construct that is probably related to a person's tendency to hold on to the interpretive use of declarative knowledge during training (see also, Jelsma and Pieters, 1989a;Jelsma and Van Merri~nboer, 1989). Similarly, a task parameter like task difficulty may be related to a shift into the direction of schematization as well (see also, Jelsma and Pieters, 1989b).…”

Learning a Motor Skill: Effects of Blocked Versus Random Practice a Review

“…The CIE has been demonstrated in other studies using different experimental tasks: the Force Production Task (Shea, Kohl, & Indermill, 1990), in which subjects have to hit the padded arm of a force transducer to elevate a trace dot on the oscilloscope to different target lines; the Computerized Maze Task (Jelsma & Pieters, 1989;Jelsma & Van Merriënboer, 1989), in which subjects use a joystick to duplicate four different complex forms, the original form being modified through effects such as rotation or mirror effects; and the Photoelectric Rotary Pursuit Task (e.g., Heitman, Pugh, Kovaleski, Norell, & Vicory, 2005;Smith, 2002), in which participants use a handheld pointer to track a small illuminated target located on the edge of a rotating turntable.…”

“…When the task is complex (i.e., with high attention, memory, and/or motor demands) or when the learner is relatively inexperienced, random practice may overload the system and its potential benefits could be disrupted. Jelsma and Van Merriënboer (1989) found that an individual's propensity for impulsiveness or reflectivity might influence the CIE. Reflectivity is associated with a tendency to take the time to choose the appropriate solution, while impulsivity refers to the tendency to favour speed instead of accuracy. Jelsma and Van Merriënboer's (1989) proposal supports two ideas.…”

“…Jelsma and Van Merriënboer (1989) found that an individual's propensity for impulsiveness or reflectivity might influence the CIE. Reflectivity is associated with a tendency to take the time to choose the appropriate solution, while impulsivity refers to the tendency to favour speed instead of accuracy. Jelsma and Van Merriënboer's (1989) proposal supports two ideas. First, a random condition generates more controlled processing than a blocked condition.…”

“…In Jelsma and Van Merriënboer's (1989) study, individuals had to move a cursor quickly and accurately on a computer screen along four different tracks. In the random condition, they performed the four tracks in random order, while in the blocked group, they practised the four tracks in a blocked order.…”