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Related Experiment Video

Updated: Jun 7, 2026

An Experimental Paradigm for Measuring the Effects of Ageing on Sentence Processing

An Experimental Paradigm for Measuring the Effects of Ageing on Sentence Processing

Published on: October 25, 2019

Contextual interference effects in sequence learning for young and older adults.

Chien-Ho Janice Lin¹, Allan D Wu, Parima Udompholkul

¹Department of Neurology, David Geffen School of Medicine, University of California-Los Angeles, CA 90095, USA.

Psychology and Aging

|October 27, 2010

Summary

Random practice order enhances sequence learning and retention in both young and older adults, demonstrating the contextual interference effect. This finding suggests improved skill acquisition strategies for aging populations.

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Area of Science:

Cognitive Psychology
Neuroscience
Motor Learning

Background:

The contextual interference (CI) effect describes how random practice order improves long-term retention compared to blocked practice.
The applicability of the CI effect to sequence learning and its modulation by aging remain areas for investigation.

Purpose of the Study:

To determine if the CI effect is present in sequence learning.
To examine how aging influences the CI effect in sequence learning.

Main Methods:

A serial reaction time task was used, involving practice of 4-element sequences over two days.
Participants were assigned to either a random or blocked practice order, within young and old adult groups.
Sequence-specific learning was assessed on Day 5 using both practiced and novel sequences.

Main Results:

The contextual interference effect was replicated in sequence learning for both age groups.
Older adults showed better sequence retention with random practice compared to blocked practice.
Random practice led to increased task-switching costs in older adults during the practice phase.

Conclusions:

The CI effect is evident in sequence learning across the adult lifespan.
Aging impacts performance during practice but not necessarily long-term learning, highlighting a dissociation between learning and performance.
Findings offer practical strategies for optimizing skill learning in older adults.