The contextual interference effect in applied settings

Barreiros, João; Figueiredo, Teresa; Godinho, Mário

doi:10.1177/1356336x07076876

Cited by 75 publications

(68 citation statements)

References 47 publications

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“…Barreiros, Figueiredo, and Godinho (2007) showed that the CIE was clearly observed in 29 percent of the studies analysing the acquisition phase (in this situation, performance was better for the grouped than the random schedules). Greater support was found for the retention phase.…”

Section: Field-based Studiesmentioning

confidence: 99%

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

Merbah¹,

Meulemans²

2011

PSYCHOL BELG

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Procedural learning refers to the ability to learn new perceptual, motor or cognitive skills. While many studies have explored procedural learning abilities in patients with different types of brain damage, the cognitive mechanisms involved in the acquisition of a new skill are still not well understood. The present review focuses on the conditions that optimise skill acquisition, and more specifically on the contextual interference effect (CIE), which refers to the advantage of a 'random' over a 'blocked' practice condition in skill learning tasks. According to both the 'elaboration' and 'reconstruction' hypotheses, the CIE can be explained by the fact that the random schedule requires more cognitive activity than the blocked one. However, if the CIE has been consistently demonstrated in laboratory studies, it is not so clear in field-based studies. We discuss this 'laboratory and field dilemma', and suggest that two main factors -task complexity and individual variables -may explain the discrepancy between the two types of studies.

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Section: Field-based Studiesmentioning

confidence: 99%

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

Merbah¹,

Meulemans²

2011

PSYCHOL BELG

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“…Genericamente, as razões apresentadas para que o efeito de IC não possa ser considerado como um fenômeno global de aprendizagem extensível a todas as habilidades motoras estão relacionadas com as características, especificidade e grau de complexidade das tarefas, a organização e quantidade de prática implementada, a estrutura e organização das sessões de prática, o nível de experiência dos aprendizes e os aspectos manipulados (Barreiros, FiGueiredo & Godinho, 2007;Brady, 2008;FiGueiredo, 2004).…”

Section: Amostraunclassified

“…Este fenômeno está relacionado com a influência que a estruturação da prática motora exerce na aprendizagem de habilidades motoras (e.g., Barreiros, FiGueiredo & Godinho, 2007;Brady, 1998;MaGill & hall, 1990).…”

Section: Introductionunclassified

Efeitos do contínuo de níveis de interferência contextual na aprendizagem do "putt" do golfe

Dias

Mendes

2010

Rev. bras. educ. fís. esporte

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A estruturação da prática motora é uma variável de aprendizagem muito estudada na área de Controle Motor e Aprendizagem, sendo, neste âmbito, o efeito de Interferência Contextual um dos pressupostos teóricos mais investigados (TANI, 2005). Tendo como suporte a hipótese de PORTER e MAGILL (2004, 2005), o objetivo deste estudo foi verificar se o grupo com prática num contínuo de níveis Interferência Contextual alcançava melhores resultados na aprendizagem do "putt", do golfe, comparativamente com os grupos de prática por blocos, em séries e aleatória. Participaram voluntariamente 48 estudantes (24 de cada gênero) do ensino superior com 21,2 ± 1,4 anos de idade, todos destros e inexperientes. Na fase de aquisição foram realizados 126 ensaios de "putt" às distâncias de 2, 2,75 e 3,5 metros do buraco. Vinte e quatro horas depois ocorreu a fase de retenção e o teste de tranferência. Na fase de retenção foram praticados 30 ensaios de forma aleatória. O teste de tranferência consistiu em 20 ensaios, 10 ensaios a 2,5 metros e 10 ensaios a 2,5 metros com 10 graus de desvio face ao centro do buraco. A análise dos resultados demonstra que não existem diferenças estatisticamente significativas entre grupos. O efeito do incremento de Interferência Contextual não foi verificado neste estudo.

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“…Even though the contextual interference effect is still subject of much research (e.g. Boutin & Blandin, 2010;Kantak, Sullivan, Fisher, Knowlton, & Winstein, 2010;Naimo et al, 2013;Porter & Magill, 2010;Wu et al, 2011;Yanci, Reina, Los Arcos, & Camara, 2013), Barreiros et al (2007) pointed out that, by the time, only 42% of the studies were able to observe the effect. These unclear results have driven researchers to investigate whether the effects of contextual interference on motor skills learning would be dependent on factors such as task complexity (e.g.…”

Section: Introductionmentioning

confidence: 99%

“…In the search for these favorable learning outcomes, researchers have been striving to better understand the Contextual Interference Effect, one of the most investigated topics in Motor Learning (Barreiros, Figueiredo, & Godinho, 2007 for a review).…”

Section: Introductionmentioning

confidence: 99%

Contextual Interference Effect Depends on the Amount of Time Separating Acquisition and Testing

Santos¹,

Bastos²,

Souza³

et al. 2014

APE

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Considering the critical role permanence has on predictions related to the contextual interference effect, this study sought to determine whether the manifestation of the effect depends on the time interval separating the acquisition phase (AQ) from the retention test (RT). Four groups of blocked (BL) and four groups of random practice (RD) performed 90 trials of a dart throwing task (AQ) and were tested exclusively after 10 minutes (BL10 and RD10), 24 hours (BL24 and RD24), 7 days (BL7 and RD7) or 30 days (BL30 and RD30). In the AQ, blocked groups performed three blocks of trials, with each block consisting of throwing the darts from one of three distances (2 m, 2.6 m and 3.2 m). For the random groups, the trial order was pseudo-randomized. The results indicated superior performance of RD24, compared to BL24, but no difference was found between the groups tested after 10 minutes, 7 days or 30 days. Thus, our results do not support the notion that higher contextual interference promotes immediate learning benefits nor long-term retention of internal representations. Nevertheless, future research should further investigate the processes underlying the contextual interference effect, since short-term gains (24 h) were found.

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The contextual interference effect in applied settings

Cited by 75 publications

References 47 publications

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

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

Efeitos do contínuo de níveis de interferência contextual na aprendizagem do "putt" do golfe

Contextual Interference Effect Depends on the Amount of Time Separating Acquisition and Testing

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