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Memory consolidation and contextual interference effects with computer games.

Patricia A Shewokis1

  • 1Hahnemann Programs in Rehabilitation Sciences, Drexel University, Philadelphia, PA 19102-1192, USA. Shewokis@drexel.edu

Perceptual and Motor Skills
|November 19, 2003
PubMed
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This study investigated the contextual interference effect in motor learning. Contrary to predictions, increasing practice trials did not enhance the random practice schedule advantage during retention and transfer.

Area of Science:

  • Motor Learning
  • Cognitive Psychology
  • Human Performance

Background:

  • The contextual interference effect describes how practice schedule variability impacts skill acquisition.
  • Previous research suggested a positive correlation between practice amount and the contextual interference effect, particularly favoring random over blocked practice schedules for transfer.
  • Prior studies using computer games reported significant advantages for random practice, with limited acquisition trials (36-72).

Purpose of the Study:

  • To test the hypothesis that a greater amount of practice amplifies the contextual interference effect.
  • To examine if an increased number of acquisition trials (102) enhances the random practice schedule advantage in computer game learning.
  • To investigate the influence of practice amount on retention and transfer performance.

Related Experiment Videos

Main Methods:

  • 72 college students were randomly assigned to either a blocked or random practice schedule.
  • Participants completed 102 acquisition trials of three computer game tasks over three days.
  • Retention and transfer tests were administered after a 24-hour delay, measuring completion time and errors.

Main Results:

  • No significant differences were observed between the blocked and random practice groups for either retention or transfer performance.
  • The predicted enhancement of the random practice advantage with an increased number of trials was not supported.
  • Performance metrics included time to complete events and the number of errors.

Conclusions:

  • The amount of practice, within the tested range, did not significantly moderate the contextual interference effect for these computer game tasks.
  • Task-specific factors and memory consolidation processes may play a more critical role in mediating the contextual interference effect than previously assumed.
  • Further research is needed to elucidate the complex interplay of practice variables and task characteristics in motor skill learning.