CONTEXTUAL INTERFERENCE
Contextual interference (CI) refers to the learning effectiveness of random versus blocked practice. The focus of our studies has been primarily on the influence of CI on the learning of generalized motor program and motor schemata. In a recent review article (Wulf & Shea, 2002), we also look at CI effects at a function of task complexity.
Related publications:
Wulf, G., & Shea, C.H. (2002). Principles derived form the study of simple motor skills do not generalize to complex skill learning. Psychonomic Bulletin and Review, 9, 185-211.
Wulf, G., McNevin, N., Shea, C.H., & Wright, D. (1999). Learning phenomena: Future challenges for the dynamical systems approach to understanding the learning of complex motor skills. International Journal of Sport Psychology, 30, 531-557.
Wulf, G., & Lee, T.D. (1993). Contextual interference effects in movements of the same class: Differential effects on program and parameter learning. Journal of Motor Behavior, 25, 254-263.
Wulf, G. (1992). The learning of generalized motor programs and motor schemata: Effects of KR relative frequency and contextual interference. Journal of Human Movement Studies, 23, 53-76.
Lee, T.D., Wulf, G., & Schmidt, R.A. (1992). Contextual interference in motor learning: Dissociated effects due to the nature of task variations. Quarterly Journal ofExperimental Psychology, 44A, 627-644.
Wulf, G. (1991). The effect of type of practice on motor learning in children. Applied Cognitive Psychology, 5, 123-134.
Wulf, G., & Schmidt, R.A. (1988). Variability in practice: Facilitation in retention and transfer through schema formation or context effects? Journal of Motor Behavior,20, 133-149.
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