The locus of contextual interference in motor-skill acquisition.

Lee, Timothy D.; Magill, Richard A.

doi:10.1037/0278-7393.9.4.730

Cited by 370 publications

(390 citation statements)

References 44 publications

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“…It is forgotten due to the interference of executing a different preceding 108 action and must be retrieved from working memory for the next action. In comparison, 109 blocked practice involves using the same action plan on each trial so no forgetting or 110 retrieval/reconstruction processes occur (Lee & Magill, 1983 Both the elaboration and action plan reconstruction hypotheses have led to the highly 123 cited explanation that task switching causes the increased cognitive effort found during 124 Running head: PRACTICE STRUCTURE AND COGNITIVE EFFORT 6 random practice (Li & Wright, 2000). However, alternative explanations could provide a outcome and the desired goal (Rabbitt, 1966(Rabbitt, , 1967.…”

mentioning

confidence: 99%

The role of error processing in the contextual interference effect during the training of perceptual-cognitive skills.

Broadbent

Causer

Williams

et al. 2017

Journal of Experimental Psychology: Human Perception and Perfor

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The contextual interference (CI) effect refers to the learning benefits that occur from a random compared with blocked practice order. In this article, the cognitive effort explanation for the CI effect was examined by investigating the role of error processing. In 2 experiments, a perceptual-cognitive task was used in which participants anticipated 3 different tennis skills across a pretest, 3 practice sessions, and retention test. During practice, the skills were presented in either a random or blocked practice order. In Experiment 1, cognitive effort was examined using a probe reaction time (RT) task. In Experiment 2, cognitive effort was manipulated for 2 groups by inserting a cognitively demanding secondary task into the intertrial interval. The CI effect was found in both experiments as the random groups displayed superior learning in the retention test compared with the blocked groups. Cognitive effort during practice was greater in random compared to blocked practice groups in Experiment 1. In Experiment 2, greater decrements in secondary task performance following an error were reported for the random group when compared with the blocked group. The suggestion is that not only the frequent switching of tasks in randomized orders causes increased cognitive effort and the CI effect, but it is also error processing in combination with task switching. Findings extend the cognitive effort explanation for the CI effect and propose an alternative hypothesis highlighting the role of error processing.

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mentioning

confidence: 99%

The role of error processing in the contextual interference effect during the training of perceptual-cognitive skills.

Broadbent

Causer

Williams

et al. 2017

Journal of Experimental Psychology: Human Perception and Perfor

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“…In a similar vein, self-selected practice schedules in which participants control the order of the practice are more effective for learning than are schedules selected by others (e.g., a coach or experimenter), including random practice (Day, Arthur, & Gettman, 2001;Hodges, Edwards, Luttin, & Bowcock, 2011;Holladay & Quiñones, 2003;Keetch & Lee, 2007;Wulf, Raupach, & Pfeiffer, 2005). The benefits of random and possibly self-selected practice scheduling over other types of practice scheduling is thought to be caused by the performers engaging in more elaborate processing of information across each skill (Shea & Morgan, 1979) or by having to reconstruct the action plan for each skill (Lee & Magill, 1983). The additional mental effort engaged in by the learner is thought to play a key role in the learning of tasks (Lee, Swinnen, & Serrien, 1994).…”

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confidence: 99%

How experts practice: A novel test of deliberate practice theory.

Coughlan¹,

Williams²,

McRobert³

et al. 2014

Journal of Experimental Psychology: Learning, Memory, and Cogni

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Performance improvement is thought to occur through engagement in deliberate practice. Deliberate practice is predicted to be challenging, effortful, and not inherently enjoyable. Expert and intermediate level Gaelic football players executed two types of kicks during an acquisition phase and pre-, post-, and retention tests. During acquisition, participants self-selected how they practiced and rated the characteristics of deliberate practice for effort and enjoyment. The expert group predominantly practiced the skill they were weaker at and improved its performance across pre-, post-and retention tests. Participants in the expert group also rated their practice as more effortful and less enjoyable compared to those in the intermediate group. In contrast, participants in the intermediate group predominantly practiced the skill they were stronger at and improved their performance from pretest to posttest but not on the retention test. Findings provide support for deliberate practice theory and give some insight into how experts practice and improve their performance beyond its current level.Keywords: learning, skill acquisition, expert performance An activity that is central to learning is deliberate practice. Deliberate practice is designed to improve key aspects of current performance, is challenging, effortful, requires repetition and feedback, and may not be inherently enjoyable or immediately rewarding (Ericsson, 2003(Ericsson, , 2007(Ericsson, , 2008. Ericsson, Krampe, and TeschRömer (1993) provided a theoretical framework detailing how deliberate practice leads to improvements in performance and the attainment of expertise. First, the "monotonic benefits assumption" (p. 368) holds that the amount of time invested in domain-specific deliberate practice activities is positively, even monotonically, correlated to the attained performance level. Second, the individual requires resources, including good teachers and suitable facilities, in order to optimize practice. Third, individuals who engage in deliberate practice are predicted to rate it as more relevant to improving performance, more effortful, and less enjoyable when compared to other activities. The predictions of deliberate practice theory have typically been tested using the retrospective recall methodology in which participants are required to evaluate activities they have engaged in previously. However, ratings of practice may be confounded by a number of factors, such as lapses in memory between engaging in the practice and retrospectively rating it sometime later. To our knowledge, no researchers have previously measured the ratings of deliberate practice during a practice session. A novel test of deliberate practice theory is reported in this manuscript in which ratings of practice are recorded during practice itself, rather than retrospectively sometime after the practice has occurred. used recall interviews and diaries to retrospectively examine the activities that musicians attending the West Berlin Music Academy had engaged in since startin...

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“…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

“…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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The locus of contextual interference in motor-skill acquisition.

Cited by 370 publications

References 44 publications

The role of error processing in the contextual interference effect during the training of perceptual-cognitive skills.

The role of error processing in the contextual interference effect during the training of perceptual-cognitive skills.

How experts practice: A novel test of deliberate practice theory.

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

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