The Contextual Interference Effect in the Learning of a Manual  Aiming Task

Lelis-Torres, Natália; Ugrinowitsch, Herbert; Apolinário-Souza, Tércio; Lage, Guilherme Menezes

doi:10.4025/jphyseduc.v29i1.2904

Cited by 2 publications

(2 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Taken together, reaching to different directions in the force field may constitute a sufficient interference and thus a challenge in the context of the CIE to provoke better retention and transfer for the interleaved group. Studies in a similar laboratory setting, where practicing one task variation can presumably transfer to the others, also showed a CIE: Schweighofer et al (2011) found a CIE in grip force pattern, Chalavi et al (2018) in a visuomotor task, Lelis-Torres et al (2018) in a manual aiming task, and Thürer et al (2019) , where force field magnitudes varied. We therefore considered the different reaching directions to be dissimilar enough to see a CIE.…”

Section: Discussionmentioning

confidence: 89%

Random Practice Enhances Retention and Spatial Transfer in Force Field Adaptation

Herzog

Focke

Maurus

et al. 2022

Front. Hum. Neurosci.

View full text Add to dashboard Cite

The contextual-interference effect is a frequently examined phenomenon in motor skill learning but has not been extensively investigated in motor adaptation. Here, we first tested experimentally if the contextual-interference effect is detectable in force field adaptation regarding retention and spatial transfer, and then fitted state-space models to the data to relate the findings to the “forgetting-and-reconstruction hypothesis”. Thirty-two participants were divided into two groups with either a random or a blocked practice schedule. They practiced reaching to four targets and were tested 10 min and 24 h afterward for motor retention and spatial transfer on an interpolation and an extrapolation target, and on targets which were shifted 10 cm away. The adaptation progress was participant-specifically fitted with 4-slow-1-fast state-space models accounting for generalization and set breaks. The blocked group adapted faster (p = 0.007) but did not reach a better adaptation at practice end. We found better retention (10 min), interpolation transfer (10 min), and transfer to shifted targets (10 min and 24 h) for the random group (each p < 0.05). However, no differences were found for retention or for the interpolation target after 24 h. Neither group showed transfer to the extrapolation target. The extended state-space model could replicate the behavioral results with some exceptions. The study shows that the contextual-interference effect is partially detectable in practice, short-term retention, and spatial transfer in force field adaptation; and that state-space models provide explanatory descriptions for the contextual-interference effect in force field adaptation.

show abstract

Section: Discussionmentioning

confidence: 89%

Random Practice Enhances Retention and Spatial Transfer in Force Field Adaptation

Herzog

Focke

Maurus

et al. 2022

Front. Hum. Neurosci.

View full text Add to dashboard Cite

show abstract

“…According to schema theory the greater variability in practice the more information available for abstracting relationships among the invariant features underlying a specific movement class of skill (Edwards, 2010). High contextual interference results in the greater strengthening of the active process that is observed in the transfer test (Torres et al, 2018). Thus, this variability may have helped children with ASD perform kinematic profiles which were more similar to the expert putters’ kinematic profiles.…”

Section: Discussionmentioning

confidence: 99%

Errorless Training Benefits Motor Learning and Kinematic Outcomes in Children With Autism Spectrum Disorders

Arsham,

Razeghi,

Movahedi

2024

Percept Mot Skills

View full text Add to dashboard Cite

Most children with Autism Spectrum Disorder (ASD) have some form of motor deficits. Additionally, based on executive dysfunction, working memory is often atypical in these children. Errorless learning reduces demands on working memory. In this study, we investigated the effectiveness of errorless training on these children’s ability to learn golf putting. Participants ( N = 20), aged 9–13 years ( M = 10.15, SD = 1.4), were randomly assigned to either: (a) an errorless (ER) training group ( n = 10) or (b) an explicit instruction (EI) group ( n = 10). The ER group practiced putting from different distances without any instruction, while the EI group practiced putting at a particular distance with instruction. We measured motor performance (e.g., putting accuracy) and kinematic variables (e.g., putter face angle). One-way analyses of variance showed that motor performance significantly improved in both groups, but that the ER group showed significantly better accuracy retention ( p < .028) and transfer learning ( p < .047) than the instructional group. Kinematic variables were also significantly different between the two groups on the transfer test. These findings supported the benefits of errorless training compared to explicit instruction to teach motor skills to children with ASD.

show abstract

The Contextual Interference Effect in the Learning of a Manual Aiming Task

Cited by 2 publications

References 20 publications

Random Practice Enhances Retention and Spatial Transfer in Force Field Adaptation

Random Practice Enhances Retention and Spatial Transfer in Force Field Adaptation

Errorless Training Benefits Motor Learning and Kinematic Outcomes in Children With Autism Spectrum Disorders

Contact Info

Product

Resources

About