L15A: Contextual Interfernce Flashcards

1
Q
A

c) Distributed practice is best for acquisition and retention
compared to massed

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2
Q
A

Schema Theory

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3
Q
A

True

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4
Q

Order of Practice

What is Contextual Interference (CI)?

A
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5
Q

Four day volleyball camp: 3 skills practised, focus on different skills each day, game on Day4

Skills = serving, setting, returning.

During final scrimmage on day 4, athletes fail to demonstrate the level of skill that they had achieved during practice. WHY?

A

revisited later

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6
Q

What is Blocked Order of Practice?
– AAA, BBB, CCC

A

Easiest and lowest amount of contextual interference (CI)

  • High repetition
  • Drill-type practice.
  • Little-to-no switching between skills
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7
Q

What is Random Order of Practice?
– ACB, BAC, CBA

A

Most difficult and highest contextual interference (CI)

  • Low/no repetition
  • Game-like practice.
  • Lots of switching between skills
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8
Q

Example

A
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9
Q

What is “The CI effect”?

A

Random (high CI) practice conditions result in poorer performance during practice/ acquisition than Blocked (low CI) practice,

BUT
In retention, the reverse is shown. Random (high CI) practice results in better learning in retention/transfer than Blocked (low CI) practice conditions.

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10
Q
Pre-test: Blocked Shows more Hits during Practice
A
Post-Test: Control Group = Worst Random = Best
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11
Q

Two explanations for why CI aids learning/memory:

What is the Elaboration hypothesis?

A

Random practice (task switching) leads to increased
distinctiveness of movements in memory

Going from one variation to another allows learner to
appreciate unique features & contrast /elaborate

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12
Q

Two explanations for why CI aids learning/memory:

What is the Forgetting Hypothesis?
(& Reconstruction)

A

Random practice (task switching) leads to a need to
regenerate solution/ motor program, aids memory

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13
Q

What are the benefits of random practice?

3

A

better aids transfer to competition /real-world conditions

more like competition where rarely do we repeatedly do the same thing

we have to read the context (identify), plan (select response) & program the action each time.

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14
Q

Four day volleyball camp: 3 skills practised, focus on different skills each day, game on Day4

Skills = serving, setting, returning.

During final scrimmage on day 4, athletes fail to demonstrate the level of skill that they had achieved during practice. WHY?

A

Blocked Practice
Not as good for learning and
transfer as random practice

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15
Q

What are the general guidelines about ordering the physical practice of motor skills? (3)

A
  1. Frequent rests are good
  2. Variation in experiences are good
  3. Variation in practice order (also good)
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16
Q

PRACTICE ORGANIZATION

What are Hybrid schedules?
When are they beneficial?

A

where there is a mix of blocked and random practice
can be better than high-CI schedules when:

a) Beginner/Novice (early in practice)
b) Difficult skills

17
Q

Hybrid Schedules

19
Q

PRACTICE ORGANIZATION

What is Self-control of practice?

A

when individuals choose how to practice in the moment… can
also be better than high CI practice when:

  • Different skills might be more or less difficult, dependent on the individual
20
Q

What are the 2 Typical designs for
Self-control of practice?

A

Gp 1: Self-Control “What would you like to practise next?
Repeat or switch to new?”
Gp 2: Yoked does the same order as partner, no choice*

*amount of CI is matched in both groups
Deciding WHEN to bring CI (switching) into practice

21
Q

What is “yoking”?

22
Q

Example

A

Pre-Test = Same
Post Test 1 & 2 = Self-Control Benefit

23
Q

How much switching should athletes do (CI)?

A
  • Mostly people chose hybrid schedules, which
    varied in the amount of CI
  • More switching was generally associated with
    lower error in retention (i.e., CI effect)
24
Q

When to switch doing
contextual interfernce training?

A
  • Choice regarding when to switch was often performance-contingent:
  • On lower error trials (doing relatively well), people switched
  • On higher error trials (doing relatively poorly),
    people chose to repeat
25
Q

Summary for contextual interference (CI) and
related considerations for ordering practice