contexual interference Flashcards
what is contextual interference
-CI is the interference during practice that can lead to better skill performance while learning. Though higher level of CI leads to poorer performance, it leads to better retention and transfer of skill
history
- prior to Battig, it was thought that interference led to neg results
- “Intertask Interference”
- argued that when a task is difficult, or with high interference, retention is greater over time
what does high interference mean
High interference = decrease in performance
BUT better retention over time
history shea and morgan
- provided evidence that this general principle could be applied to motor skill learning situations as well
- learning motor skills experiment
- first to introduce blocked and random practice
results
- 10 mins after= blocked practice was better
- 10 days after= random practice was better
what did they find
- high level of contextual interference was two-fold
1. Practice schedule with high levels of CI to better retention - high CI increases the adaptability to different performance situations
three categories
- Task characteristics
- Subjects characteristics
- Transfer and retention
task characteristics
- Lab
a) multi-segment movement task
b) anticipation timing test
c) computer based tracking or maze tracing
d) rotary pursuit task
- the contextual interference effect was only demonstrated in some of the experiments depending on what aspect of the task was varied - Non lab
a) bean bag tossing
b) badminton serves
- support that mixed blocked and random led to better retention
what is the same
- uses generalized motor programs from Schmidt’s schema theory
- minimal to no effort
- less effortful processing
what is different
- CI effect was found
- switching between motor programs increases effortful processing
subject characteristics
a) age
- limited research on how age affects the Ci effect
- however, support that mix practice schedule is better for children
b) experience
- high CI has greater benefits for more experienced performers but will pose a problem for beginners
- Gentile’s taxonomy
- stages of learning model proposes that different types of practice conditions benefit open skill learning
c) cognitive disability
- research is very limited
- the benefits from past studies guide practitioners in scheduling motor skill practice
d) learning style
- stronger CI effect found for reflective learning style than impulsive learning style
retention and transfer
because high levels of CI leads to poor performance at first, follow up is important
CI effect explanation
- learning processes influenced
1. Elaboration benefit explanation
2. Action plan reconstruction view
3. A retroactive interference view
elaboration benefit explanation
- high contextual interference processes skills in working memory
- comparing and contrasting
- multiple and variable encoding strategies evoke different pathways for the tasks leaning learned
- increased distinctiveness of skill and elaboration
- better retention and transfer due to the increase of possible retrieval routes and ability to separate and compare said skills
action plan reconstruction view
- high CI increases effortful processing of skill patterns
- prior to initiation of skill patterns individuals create an “action plan” to achieve the best response: motor program and additional task element info
- between repetitions the action plan is forgotten and the learner has to actively modify it
