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Forgetting is a complex cognitive phenomenon influenced by several factors, among which interference and decay are particularly prominent. These processes explain why individuals often struggle to retrieve specific information from memory, leading to lapses in recall that can be observed in everyday situations.
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Related Experiment Video

Updated: Apr 23, 2026

A Cognitive Paradigm to Investigate Interference in Working Memory by Distractions and Interruptions
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Exploring the dynamic nature of contextual interference: previous experience affects current practice but not

Nicola J Hodges1, Keith R Lohse, Andrew Wilson

  • 1a School of Kinesiology , University of British Columbia , Vancouver , Canada.

Journal of Motor Behavior
|September 17, 2014
PubMed
Summary

Prior practice with random schedules, or contextual interference (CI), influences how individuals choose to practice new skills. While this affects performance, it does not necessarily change long-term retention of the learned material.

Keywords:
consolidationexpertisemotor learningmotor memorymotor skillspractice organizationpractice scheduling

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Area of Science:

  • Motor learning
  • Skill acquisition
  • Cognitive psychology

Background:

  • Contextual interference (CI) describes how practice schedules impact learning.
  • Previous research suggests experience moderates CI's learning benefits.
  • The specific role of random practice experience is not fully understood.

Purpose of the Study:

  • To investigate if prior experience with random practice schedules influences subsequent practice choices and performance.
  • To determine if experience with random practice affects the learning benefits of contextual interference on new tasks.
  • To examine the relationship between practice choices, performance, and retention.

Main Methods:

  • Two experiments manipulated contextual interference (CI) practice schedules on Day 1.
  • Participants practiced three new tasks on Day 2 under varied conditions (same/different schedules, participant choice).
  • Performance and retention were assessed to evaluate the impact of prior practice experience.

Main Results:

  • Typical CI effects were observed for the new tasks.
  • The costs associated with random practice diminished on Day 2.
  • Participants with prior random practice switched schedules more often than those with prior blocked practice.
  • While switching correlated with retention, overall group retention did not differ significantly.

Conclusions:

  • Specific experiences with practice methods shape future practice decisions and in-practice performance.
  • Prior random practice experience influences subsequent scheduling choices but does not alter retention outcomes.
  • The findings highlight the complex interplay between practice history, choice, and learning in motor skill acquisition.