A Model for Contextual Interference Effects in Motor Learning

Shea, John B.; Graf, Robert C.

doi:10.1007/978-1-4757-9730-5_4

Cited by 14 publications

(7 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…According to differential learning theory, a neural network becomes more robust to perturbations, which can be considered as the deviations from a given ideal, when trained with variable input. According to the knowledge of the behavior of artificial neural networks, which derive their original principles from the properties of the neurons [ 25 , 26 , 57 , 58 ], differential learning theory expects the system to be trained with additional noise so that the individual not only finds a more global solution [ 19 ], but also prepares the system for more and larger deviations from a mentally constructed prototype that are highly likely to occur in the future [ 59 ]. Moreover, this noise could be amplified by learning multiple techniques in parallel to the correct degree, which in turn could provide a rationale for more efficient learning.…”

Section: Discussionmentioning

confidence: 99%

Repetition without Repetition or Differential Learning of Multiple Techniques in Volleyball?

Apidogo

Burdack

Schöllhorn

2021

IJERPH

View full text Add to dashboard Cite

A variety of approaches have been proposed for teaching several volleyball techniques to beginners, ranging from general ball familiarization to model-oriented repetition to highly variable learning. This study compared the effects of acquiring three volleyball techniques in parallel with three approaches. Female secondary school students (N = 42; 15.6 ± 0.54 years) participated in a pretest for three different volleyball techniques (underhand pass, overhand pass, and overhead serve) with an emphasis on accuracy. Based on their results, they were parallelized into three practice protocols, a repetitive learning group (RG), a differential learning group (DG), and a control group (CG). After a period of six weeks with 12 intervention sessions, all participants attended a posttest. An additional retention test after two weeks revealed a statistically significant difference between DG, RG, and CG for all single techniques as well as the combined multiple technique. In each technique—the overhand pass, the underhand pass, the overhand service, and the combination of the three techniques—DG performed best (each p < 0.001).

show abstract

Section: Discussionmentioning

confidence: 99%

Repetition without Repetition or Differential Learning of Multiple Techniques in Volleyball?

Apidogo

Burdack

Schöllhorn

2021

IJERPH

View full text Add to dashboard Cite

show abstract

“…Both interventions force the trainee to update their working memory with instructions and task strategies more frequently than on a blocked or massed training schedule. An important difference is that spacing reduces the amount of retrograde interference (the extent to which a second training task practiced directly after a first training task compromises learning and retention of the first task, Shea and Graf, 1994 ; Brashers-Krug et al, 1996 ), whereas training with increased variability induces interference.…”

Section: Introductionmentioning

confidence: 99%

Varied Practice in Laparoscopy Training: Beneficial Learning Stimulation or Cognitive Overload?

et al. 2016

View full text Add to dashboard Cite

Determining the optimal design for surgical skills training is an ongoing research endeavor. In education literature, varied practice is listed as a positive intervention to improve acquisition of knowledge and motor skills. In the current study we tested the effectiveness of a varied practice intervention during laparoscopy training. Twenty-four trainees (control group) without prior experience received a 3 weeks laparoscopic skills training utilizing four basic and one advanced training task. Twenty-eight trainees (experimental group) received the same training with a random training task schedule, more frequent task switching and inverted viewing conditions on the four basic training tasks, but not the advanced task. Results showed inferior performance of the experimental group on the four basic laparoscopy tasks during training, at the end of training and at a 2 months retention session. We assume the inverted viewing conditions have led to the deterioration of learning in the experimental group because no significant differences were found between groups on the only task that had not been practiced under inverted viewing conditions; the advanced laparoscopic task. Potential moderating effects of inter-task similarity, task complexity, and trainee characteristics are discussed.

show abstract

“…Retroactive mhibition has been identified as the retention deficit due to intervening activities between the practice of a task and the retention test of that task. Although exactly how retroactive inhibition influences retention is not well understood, Shea and Graf (1994) have suggested it as a third major alternative to the two previous hypotheses. Shea and Morgan (1979) were among the first to test the contextual interference effect in motor s k d learning.…”

mentioning

confidence: 99%

The Contextual Interference Effect in Acquisition of Dart-Throwing Skill Tested on a Transfer Test with Extended Trials

Meira

Tani

2001

Percept Mot Skills

View full text Add to dashboard Cite

Previous studies of contextual interference have shown that practicing several motor skills randomly (high contextual interference) facilitates retention and transfer in comparison to practicing the same tasks in a blocked order (low contextual interference). However, many studies have not supported this phenomenon in motor learning, and some researchers have questioned whether the effect can be tested by using only a few trials on the transfer test. The present study used a different methodological approach in which the number of test trials was increased to assess whether the contextual interference effect is sustained over an extended number of trials in the transfer phase. Undergraduate students (N=32) were randomly allocated to either a blocked or random group. The participants practiced 80 acquisition trials in the dart-throwing task from distances of 300 cm and 420 cm, using two different grips. The transfer test after a 10-min. interval consisted of 40 trials with a new grip at a distance of 360 cm. The results did not support the contextual interference effect since there were no significant differences between groups on transfer. These findings suggest that the contextual interference effect may not be a global learning phenomenon which can be generalized to all learning situations.

show abstract

A Model for Contextual Interference Effects in Motor Learning

Cited by 14 publications

References 10 publications

Repetition without Repetition or Differential Learning of Multiple Techniques in Volleyball?

Repetition without Repetition or Differential Learning of Multiple Techniques in Volleyball?

Varied Practice in Laparoscopy Training: Beneficial Learning Stimulation or Cognitive Overload?

The Contextual Interference Effect in Acquisition of Dart-Throwing Skill Tested on a Transfer Test with Extended Trials

Contact Info

Product

Resources

About