Competitive trace theory: a role for the hippocampus in contextual interference
The contextual interference
effect has been one such finding that researchers have attempted to apply in pedagogical settings.
The purpose of this study was to investigate whether the systematic increase of contextual interference
(CI) levels during practice is more beneficial for retention and transfer than practice schedules involving only low levels of CI.
From a motor learning perspective, variable practice (practicing multiple skills in a practice session) provides for variety to keep athletes motivated, while the knowledge from the contextual interference
(CI) effect phenomenon ensures that learning has taken place.
in tutti gli studi erano presenti i gruppi RP e BP, che erano caratterizzati da un programma di allenamento con high contextual interference
(RP) o low contextual intereference (Bp).
Using methods derived from Knowledge Tracing, we investigate whether we can replicate the contextual interference
effect, an effect commonly found when investigating practice schedules of different task types.
One possible explanation of why a random practice format results in better learning (relative to blocked practice) is called the contextual interference
effect which proposes that: 1) factors that make a task more difficult for the individual enhance remembering and transfer; 2) intertask facilitation is produced by intratask interference, which is caused by an attempt to keep multiple items in immediate memory at one time; 3) the net effect of high interference is increased learning and retention.
These spacing phenomena include the distributed practice effect, the contextual interference
effect (Battig, 1966, 1979), the spacing effect, and the lag effect (Underwood, Kapelak, & Malmi, 1976).
The effects of imaginary practice on another type of interference, contextual interference
, was recently examined by Gabriele, Hall & Lee (1989).
Motor progression incorporates contextual interference
, practice variability and differential training (differential learning) as part of the training.
2008; Holmberg, 2009) and specifically, contextual interference
(CI) programs have been proposed as valid interventions to develop CODA and SSP (Holmberg, 2009; Magill and Hall, 1990; Shea and Morgan, 1979; Wrisberg and Liu, 1991).
Research on contextual interference
shows that interleaving task types (i.