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CONTEXTUAL INTERFERENCE: IS IT SUPPORTED ACROSS STUDIES?

Mazzardo Jr., Oldemar (2004) CONTEXTUAL INTERFERENCE: IS IT SUPPORTED ACROSS STUDIES? Master's Thesis, University of Pittsburgh.

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    Abstract

    This meta-analysis examined the influence of the task, environment and learners characteristics during motor skill learning situations for varying organizations of task presentations (Contextual Interference). Types of tasks (open and closed skills) were evaluated based upon settings (laboratory and real world) with diverse populations (gender, age groups, and level of expertise). The strength of the CI effect was investigated based on whether the skill variation was a variation of the same or different Generalized Motor Program (GMP). Effect sizes were calculated subtracting low (blocked) from high (random/serial) contextual interference schedules of practice during acquisition, retention and transfer phases. Seventy-five published studies were found in the literature search. A total of 309 effect sizes were computed from 51 studies. The overall treatment effect supported contextual interference for blocked and random comparisons but not for blocked and serial comparisons. Another important finding was that contextual interference is most strongly supported for variation in GMP than for variation in parameter when comparing blocked and random schedules of practice. Furthermore, similar effect sizes were demonstrated for ecologically valid and non-ecologically valid settings, reinforcing the applicability of contextual interference theory in teaching motor skills in real world situations. Effect size differences among varied levels of amounts of practice, internal validity, and knowledge of results were not significantly different but pointed to directions that are worth of discussion.


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    Item Type: University of Pittsburgh ETD
    ETD Committee:
    ETD Committee TypeCommittee MemberEmailORCID
    Committee ChairGallagher, Jere
    Committee MemberPingel, Louis A
    Committee MemberKlein, Roger
    Title: CONTEXTUAL INTERFERENCE: IS IT SUPPORTED ACROSS STUDIES?
    Status: Unpublished
    Abstract: This meta-analysis examined the influence of the task, environment and learners characteristics during motor skill learning situations for varying organizations of task presentations (Contextual Interference). Types of tasks (open and closed skills) were evaluated based upon settings (laboratory and real world) with diverse populations (gender, age groups, and level of expertise). The strength of the CI effect was investigated based on whether the skill variation was a variation of the same or different Generalized Motor Program (GMP). Effect sizes were calculated subtracting low (blocked) from high (random/serial) contextual interference schedules of practice during acquisition, retention and transfer phases. Seventy-five published studies were found in the literature search. A total of 309 effect sizes were computed from 51 studies. The overall treatment effect supported contextual interference for blocked and random comparisons but not for blocked and serial comparisons. Another important finding was that contextual interference is most strongly supported for variation in GMP than for variation in parameter when comparing blocked and random schedules of practice. Furthermore, similar effect sizes were demonstrated for ecologically valid and non-ecologically valid settings, reinforcing the applicability of contextual interference theory in teaching motor skills in real world situations. Effect size differences among varied levels of amounts of practice, internal validity, and knowledge of results were not significantly different but pointed to directions that are worth of discussion.
    Date: 08 December 2004
    Date Type: Completion
    Defense Date: 27 September 2004
    Approval Date: 08 December 2004
    Submission Date: 02 December 2004
    Access Restriction: No restriction; The work is available for access worldwide immediately.
    Patent pending: No
    Institution: University of Pittsburgh
    Thesis Type: Master's Thesis
    Refereed: Yes
    Degree: MS - Master of Science
    URN: etd-12022004-001440
    Uncontrolled Keywords: blocked practice; contextual interference; motor learning; motor skill learning; random practice; schedules of practice
    Schools and Programs: School of Education > Health, Physical, Recreational Education
    Date Deposited: 10 Nov 2011 15:07
    Last Modified: 16 May 2012 10:32
    Other ID: http://etd.library.pitt.edu/ETD/available/etd-12022004-001440/, etd-12022004-001440

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