Context Effects in Memory and Learning Movement Information

Shea, John B.; Zimny, Susan T.

doi:10.1016/s0166-4115(08)61998-6

Cited by 252 publications

(244 citation statements)

References 27 publications

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“…Nonetheless, the underlying theoretical basis for its emergence is poorly understood and there is a dearth of focused effort to resolve this shortcoming. For some time now there have been two general descriptions, the forgetting-reconstruction (Lee & Magill, 1983 and the elaboration (Shea, Hunt, & Zimny, 1985;Shea & Zimny, 1983) accounts, rooted in the information processing tradition and developed solely on the basis of behavioral findings.…”

Section: Introductionmentioning

confidence: 99%

Consolidating behavioral and neurophysiologic findings to explain the influence of contextual interference during motor sequence learning

et al. 2015

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Motor sequence learning under high levels of contextual interference (CI) disrupts initial performance but supports delayed test and transfer performance when compared to learning under low CI. Integrating findings from early behavioral work and more recent experimental efforts that incorporated neurophysiologic measures led to a novel account of the role of CI during motor sequence learning. This account focuses on important contributions from two neural regions-the dorsal premotor area and the SMA complex-that are recruited earlier and more extensively during the planning of a motor sequence in a high CI context. It is proposed that activation of these regions is critical to early adaptation of sequence structure amenable to long-term storage. Moreover, greater CI enhances access to newly acquired motor sequence knowledge through (1) the emergence of temporary functional connectivity between neural sites previously described as crucial to successful longterm performance of sequential behaviors, and (2) heightened excitability of M1-a key constituent of the temporary coupled neural circuits, and the primary candidate for storage of motor memory.

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Section: Introductionmentioning

confidence: 99%

Consolidating behavioral and neurophysiologic findings to explain the influence of contextual interference during motor sequence learning

et al. 2015

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“…Considerando as hipóteses explicativas que suportam o efeito de IC, pressupomos que a complexidade da habilidade motora "putt" poderá ter condicionado a representação mental do movimento na memória ativa dos executantes, influenciando o seu desempenho (shea & ZiMny, 1983(shea & ZiMny, , 1988. Neste sentido, mesmo perante a prática com maior índice de variabilidade (e.g., aleatória), admitimos que os sujeitos podem não ter conseguido reconstruir um novo plano de ação a cada ensaio, limitando desta forma o seu sucesso na tarefa (lee & MaGill, 1983(lee & MaGill, , 1985.…”

Section: Discussionunclassified

“…Meira Junior, Tani & Manoel, 2001). Na linha de pensamento dos mesmos autores, constatamos que a hipótese da elaboração considera que mais de uma representação da habilidade motora pode ser armazenada na memória ativa e o executante compara cada variação e distingue uma da outra (shea & ZiMny, 1983(shea & ZiMny, , 1988. Por sua vez, a hipótese da reconstrução parte do pressuposto que com a prática aleatória o executante reconstrói um plano de ação a cada tentativa, numa variação específica (lee & MaGill, 1983(lee & MaGill, , 1985.…”

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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“…For simple tasks, a robust finding is that high contextual interference results in less effective performance during practice (e.g., more time and/or more trials are necessary to reach a pre-specified level of performance), but higher performance during retention tests (for a review, see Magill & Hall, 1990). Possible explanations for the beneficial effects of high contextual interference are that the different versions of a task reside together in working memory and can be compared and contrasted to each other to yield more elaborate representations in memory (Shea & Zimny, 1983), and that high contextual interference conditions result in repeated forgetting of the action plan, resulting in reconstructive activities that eventually yield more accessible representations in memory (Lee & Magill, 1985). What the different explanations have in common is their assumption that random practice of different versions of a task induces germane learning processes that require more effort than does blocked practice, but yield cognitive representations that increase later transfer test performance.…”

Section: Germane-cognitive-load-inducing Instructional Methods and Tamentioning

confidence: 99%

Instructional Control of Cognitive Load in the Design of Complex Learning Environments

Kester¹,

Paas²,

Merriënboer³

2010

Cognitive Load Theory

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Instructional design theories focus more and more on authentic learning tasks that are based on complex real-life experiences as the driving force for learning. The general assumption of these theories is that providing learners with authentic 'whole' tasks helps them to integrate the knowledge, skills, and attitudes necessary for effective task performance, gives them the opportunity to learn to coordinate qualitatively different constituent skills that make up this performance, and eventually enables them to transfer what is learned to their daily life or work settings. However, these complex tasks pose such a high load on the learner's cognitive system, that it may interfere with efficient learning if the instructional design is not properly aligned with the cognitive architecture. This chapter uses a cognitive load theory oriented perspective to describe the implications of focusing on complex tasks in instructional design for chosing effective instructional methods. First, the importance of inducing germane load for fostering transfer is outlined. Second, instructional methods that aim at balancing the intrinsic and germane load during complex learning are discussed. Finally, the implications of these methods for instructional design theories are clarified on the basis of three instructional design models that aim at complex learning.Instructional Control of Cognitive Load 3

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Context Effects in Memory and Learning Movement Information

Cited by 252 publications

References 27 publications

Consolidating behavioral and neurophysiologic findings to explain the influence of contextual interference during motor sequence learning

Consolidating behavioral and neurophysiologic findings to explain the influence of contextual interference during motor sequence learning

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

Instructional Control of Cognitive Load in the Design of Complex Learning Environments

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