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

Santos, Jefferson John dos; Bastos, Flavio Henrique; Souza, Thiago de Oliveira; Corrêa, Umberto César

doi:10.4236/ape.2014.42014

Cited by 7 publications

(4 citation statements)

References 30 publications

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“…There are conflicting results regarding the amount of time separating acquisition and retention tests. John dos Santos et al (2014) confirmed superior performance of a practice group, randomly training a dart throwing task, compared to a block training group, 24 h after the training. However, no significant differences in radial distance from the dart to the inner bull were found 7 and 30 days after training.…”

Section: Discussionmentioning

confidence: 96%

No Overt Effects of a 6-Week Exergame Training on Sensorimotor and Cognitive Function in Older Adults. A Preliminary Investigation

Ordnung

Hoff

Kaminski

et al. 2017

Front. Hum. Neurosci.

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Several studies investigating the relationship between physical activity and cognition showed that exercise interventions might have beneficial effects on working memory, executive functions as well as motor fitness in old adults. Recently, movement based video games (exergames) have been introduced to have the capability to improve cognitive function in older adults. Healthy aging is associated with a loss of cognitive, as well as sensorimotor functions. During exergaming, participants are required to perform physical activities while being simultaneously surrounded by a cognitively challenging environment. However, only little is known about the impact of exergame training interventions on a broad range of motor, sensory, and cognitive skills. Therefore, the present study aims at investigating the effects of an exergame training over 6 weeks on cognitive, motor, and sensory functions in healthy old participants. For this purpose, 30 neurologically healthy older adults were randomly assigned to either an experimental (ETG, n = 15, 1 h training, twice a week) or a control group (NTG, n = 15, no training). Several cognitive tests were performed before and after exergaming in order to capture potential training-induced effects on processing speed as well as on executive functions. To measure the impact of exergaming on sensorimotor performance, a test battery consisting of pinch and grip force of the hand, tactile acuity, eye-hand coordination, flexibility, reaction time, coordination, and static balance were additionally performed. While we observed significant improvements in the trained exergame (mainly in tasks that required a high load of coordinative abilities), these gains did not result in differential performance improvements when comparing ETG and NTG. The only exergaming-induced difference was a superior behavioral gain in fine motor skills of the left hand in ETG compared to NTG. In an exploratory analysis, within-group comparison revealed improvements in sensorimotor and cognitive tasks (ETG) while NTG only showed an improvement in a static balance test. Taken together, the present study indicates that even though exergames might improve gaming performance, our behavioral assessment was probably not sensitive enough to capture exergaming-induced improvements. Hence, we suggest to use more tailored outcome measures in future studies to assess potential exergaming-induced changes.

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Section: Discussionmentioning

confidence: 96%

No Overt Effects of a 6-Week Exergame Training on Sensorimotor and Cognitive Function in Older Adults. A Preliminary Investigation

Ordnung

Hoff

Kaminski

et al. 2017

Front. Hum. Neurosci.

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“…The DL exercises improved VMRT on short term acquisition and retention tests, while the smaller amount of variability from CI was only effective after a rest period where the difference with DL was negligible. However, only a short‐term retention test was included and the positive effects of CI may reach full potential only after longer periods (Santos, Bastos, Souza, & Corrêa, 2014). On average, the higher levels of practice variability from DL thus seem to be effective in reducing the short‐term interference effect and to provide continued learning effects during a rest period.…”

Section: Discussionmentioning

confidence: 99%

Short‐term effects of differential learning and contextual interference in a goalkeeper‐like task: Visuomotor response time and motor control

Serrien

Tassignon

Verschueren

et al. 2019

European Journal of Sport Science

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In this experiment, we compared changes in visuomotor performance and motor control after a single session of differential learning (DL) and contextual interference (CI) in a reaching task to mimic goalkeeping. Subjects (nDL = nCI = 16) stood in front of a wall with six LED-light targets that flashed on in a random order and subjects had to move their hand in front of it as fast as possible in order to extinguish the target. After the pre-test subjects followed a DL or CI training session, followed immediately by a post-test, followed by one hour of rest and a retention test. Performance and motor control were measured respectively by visuomotor response time (VMRT) and an Index of Motor Abundance (IMA; reflecting the strength of movement synergies) calculated with Uncontrolled Manifold analysis. A mixedeffects Bayesian ANOVA model was used to evaluate differences in changes in both parameters between both training groups. Averaged over the six targets, the decrease in VMRT was stronger for DL than CI at the post-test (interference effect) but not at retention. The IMA was on average increased at post-and retention test in both groups, indicating stronger synergies between the degrees-of-freedom. While the ANOVA for IMA was not conclusive, the changes were likely not different between both learning methods. Thus, while an interference effect was found for CI but not DL in terms of performance on the task, no such effect was observed on the behavioral level in terms of the strength of movement synergies.

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“…Transfer involves generalization, and can be defined as the influence of previous learning on the performance of new skills (Fischman, et al, 1982). To put it in another way, transfer arises every time learners practice a version of a given task with the idea that the learning achieved will be useful in some other version of the task (Santos, Bastos, Souza, & Corrêa, 2014). Finally, based on these statements and the fact that no difference between the experimental groups was observed in retention and transfer tests, it is possible to think that the self-talk did not supply the learning with additional positive effect.…”

Section: Discussionmentioning

confidence: 99%

Self-talk does not affect the transfer and retention in the tennis forehand learning in beginners

Ferreira

Bastos

Pasetto

et al. 2016

Kinesiology (Zagreb, Online)

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The aim of this study was to investigate the effects of self-talk on motor learning in beginners. The learning task was the forehand stroke in tennis. Eighty-four students were assigned into five self-talk groups and one control group. One of the self-talk groups used four cues for directing attention to key elements of the forehand stroke. The other self-talk groups made use of only one of the four cues (ball, bounce, hit, and ready), and the control group received only general instructions. In the acquisition phase, all groups performed 180 trials over three days. Then they performed a transfer test of 10 trials involving a change in the target direction. After five days they performed a retention test in the same conditions of the acquisition phase. The performance was analysed in terms of rates of success and consistency of the forehand hit to the target located on the opponent’s court. Results showed that all groups improved their performances in the acquisition phase, and that they maintained the improvement in the retention and transfer tests. However, no differences were found between the groups. It was concluded that self-talk did not affect the learning of forehand stroke in tennis. In addition, learning with self-talk with four cues was similar to that with selftalk with only one cue.

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

Cited by 7 publications

References 30 publications

No Overt Effects of a 6-Week Exergame Training on Sensorimotor and Cognitive Function in Older Adults. A Preliminary Investigation

No Overt Effects of a 6-Week Exergame Training on Sensorimotor and Cognitive Function in Older Adults. A Preliminary Investigation

Short‐term effects of differential learning and contextual interference in a goalkeeper‐like task: Visuomotor response time and motor control

Self-talk does not affect the transfer and retention in the tennis forehand learning in beginners

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