Introducing high levels of contextual interference into a...

Name: Problem 3, Chapter 11: Motor Learning and Control: From Theory to Practice
Uploaded: 2021-07-05T17:51:51-08:00
Duration: 1 min 15 s
Channel: Emily Himsel
Description: Introducing high levels of contextual interference into a practice schedule has generally been shown to a. depress both the performance and learning of motor skills. b. improve both the performance and learning of motor skills. c. depress the performance but improve the learning of motor skills. d. depress the learning but improve the performance of motor skills.

Introducing high levels of contextual interference into a practice schedule has generally been shown to a. depress both the performance and learning of motor skills. b. improve both the performance and learning of motor skills. c. depress the performance but improve the learning of motor skills. d. depress the learning but improve the performance of motor skills.

Introducing high levels of contextual interference into a practice schedule has generally been shown to
a. depress both the performance and learning of motor skills.
b. improve both the performance and learning of motor skills.
c. depress the performance but improve the learning of motor skills.
d. depress the learning but improve the performance of motor skills.

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Key Concepts

Practice Scheduling

Practice scheduling involves planning and organizing the way skills are practiced, including the order, frequency, and mixing of tasks. High levels of contextual interference, as a scheduling strategy, may impair short-term performance but lead to improved long-term learning outcomes by enhancing memory consolidation and the ability to transfer skills to new contexts.

Contextual Interference

Contextual interference refers to the disturbance or 'interference' that arises when practicing multiple skills in a random order rather than in a blocked sequence. This interference typically results in decreased performance during practice but enhances long-term learning and retention by forcing the learner to constantly adapt and recall different motor patterns.

Motor Learning

Motor learning is the process by which individuals acquire and refine motor skills through practice and experience. It emphasizes the difference between immediate performance gains seen during practice and the deeper, more permanent improvements in skill retention and transfer that occur over time.

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