Contextual Interference: Interactions with Reflection-Impulsivity

In the present study, interactions of contextual interference and the cognitive style reflection-impulsivity were examined for training and retention performance. 64 subjects were randomly assigned to either a random or blocked practice schedule in learning a cursor-movement task. Reflectivity indices were determined by means of our computerized version of the Matching Familiar Figures Test. Analysis showed that the generally positive effect of practicing under a random practice schedule decreased for more reflective subjects. Further, training under a random practice schedule forced impulsive subjects to behave more like reflective ones, which improved their performance at retention. It was concluded that reflection-impulsivity is an important factor to be incorporated into the design of effective training programs.

[1]  Phillip L. Ackerman,et al.  Individual Differences in Automatic and Controlled Information Processing. , 1984 .

[2]  S. Messer,et al.  Reflection-impulsivity: A review. , 1976 .

[3]  M Whitehurst,et al.  The effects of contextual interference on females with varied experience in open sport skills. , 1982, Research quarterly for exercise and sport.

[4]  John B. Shea,et al.  Context Effects in Memory and Learning Movement Information , 1983 .

[5]  Deborah A. Day,et al.  Information processing in the child: Significance of analytic and reflective attitudes. , 1964 .

[6]  J. Kagan,et al.  Infant antecedents of cognitive functioning: a longitudinal study. , 1978, Child development.

[7]  T. D. Lee,et al.  Influence of practice schedule on testing schema theory predictions in adults. , 1985, Journal of motor behavior.

[8]  L. Cronbach,et al.  Aptitudes and instructional methods: A handbook for research on interactions , 1977 .

[9]  Otto Jelsma,et al.  The Matching Familiar Figures Test: Computer or Experimenter Controlled Administration? , 1988 .

[10]  M. Schlossberg.  Differing Perspectives in Motor Learning, Memory, and Control (Advances in Psychology, Vol. 27). , 1987 .

[11]  R. Magill,et al.  Can Forgetting Facilitate Skill Acquisition , 1985 .

[12]  P. Ackerman.  Individual differences in information processing: An investigation of intellectual abilities and task performance during practice ☆ , 1986 .

[13]  Walter Schneider,et al.  Controlled and automatic human information processing: II. Perceptual learning, automatic attending and a general theory. , 1977 .

[14]  J. Shea,et al.  Contextual interference effects on the acquisition, retention, and transfer of a motor skill. , 1979 .

[15]  J. Shea,et al.  Knowledge incorporation in motor representation , 1988 .

[16]  Walter Schneider,et al.  Controlled and Automatic Human Information Processing: 1. Detection, Search, and Attention. , 1977 .

[17]  R. Magill,et al.  American Psychological Association, Inc. The Locus of Contextual Interference in Motor-Skill Acquisition i , 2022 .

[18]  Ronald W. Thompson,et al.  Impulsivity: From Theoretical Constructs To Applied Interventions , 1983 .