Contextual interference in the motor domain : the effects of related and unrelated task practice /
Practice is a critical element in the formation of a motor skill. Based on the nature or the characteristics of the skill, the type of practice schedule can affect different long term and short term skill outcomes. The purpose of this study was to investigate the influences of related and unrelate...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1995.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=741212511&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | Practice is a critical element in the formation of a motor skill. Based on the nature or the characteristics of the skill, the type of practice schedule can affect different long term and short term skill outcomes. The purpose of this study was to investigate the influences of related and unrelated task practice on long-term retention of a motor skill practiced in conditions of high and low contextual interference. Seventy-five undergraduate volunteer students (41 males and 34 females) were recruited and selected for one of six task-practice schedules. Subjects then were assigned a practice group (Constant, Related, or Unrelated), under a high or low contextual interference practice condition, and began practicing a key-tapping task. Three groups experienced 4 blocks of 12 trials per block (48 trials) for minimum acquisition, and the other three groups experienced 16 blocks of 12 trials per block (192 trials) for extended acquisition. At the end of respective acquisition trials, all subjects were provided with a retention test for the criterion task that all subjects had experienced during acquisition. Retention test intervals were at 30 seconds following acquisition, 10 minutes following acquisition, and 24 hours after completion of acquisition trials. No significant effect for minimum related-task practice on long-term motor skill retention was determined from the statistical analyses. Although the related groups had the greatest group error for acquisition, the contextual interference (CI) effect was thought to have been confounded by a multiplicity of segmental fragmentation. No significant effect for extended related-task practice was determined. The unrelated groups produced more error for retention, but not enough to provide statistical significance. There were no significant effects of minimum or extended unrelated-task practice. These findings do not support the Cl effects currently reported in the literature of motor learning. A secondary experiment was recommended implementing the present design, but should incorporate a total movement time for skill acquisition and retention in place of the segmental times. |
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| Item Description: | Vita. "Major Subject: Kinesiology". |
| Physical Description: | xv, 205 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilms Inc. |
| Bibliography: | Includes bibliographical references. |