Contextual Inference (L16)

Question 1

blocked vs random practice

Answer 1

Blocked: repetitive practice of one skill
*Easy to learn, allows learner to
concentrate on one skill at a time
*Excellent initial performance

Random: practice of several skills in
‘random’ order
*Difficult to learn
*Poor initial performance

Question 2

Why does random practice enhance learning?

Answer 2

Contextual interference (CI): memory and performance disruption
resulting from multiple skills being performed
Contextual interference effect: The learning benefit that results from
performing multiple skills in a high contextual interference practice
schedule

Question 3

Why does high contextual interference
improve learning? (2 hypothesis)

Answer 3

1. Elaboration Hypothesis (“elaborative-distinctive”):
   *High CI leads to a more elaborate and distinctive memory representation of
   the practiced skill variations (Shea & Morgan, 1979)
   *promotes comparative and contrastive analyses of actions required to
   complete task
2. Action Plan Reconstruction Hypothesis (“forgetting-reconstruction”):
   *High CI leads to stronger memory representation because of forgetting and
   subsequent action plan reconstruction during practice (Lee & Magill, 1985)
   *promotes short term forgetting of the action plan when a different task
   must be performed
   *forces reconstruction of action plan each time task is performed again

Motor preparation (pre-movement
planning):
*greater neural activity in primary
motor cortex and premotor
cortex for random practice
group

Question 4

role of primary motor cortex in contextual inference

Answer 4

Post-feedback intertrial interval where neural processing for
establishing a memory trace in primary motor cortex (M1) is
interfered with using TMS

Question 5

considerations to make for random vs blocked practice

Answer 5

1. Learner characteristics
   *Level of skill of learner
   *Age of learner
2. Skill characteristics
   *Level of difficulty of skill: for more difficult skills, may need to
   progress from low to high contextual interference
   *Are variations related to invariant or parameter features;
   contextual interference effect is present when skill variations
   are controlled by different GMPs.
   Need to modify practice to accommodate learners who do not respond