Lin Chien-Ho Janice, Fisher Beth E, Winstein Carolee J, Wu Allan D, Gordon James
Division of Biokinesiology and Physical Therapy, School of Dentistry, University of Southern California, Los Angeles 90033, USA.
J Mot Behav. 2008 Nov;40(6):578-86. doi: 10.3200/JMBR.40.6.578-586.
The elaborative-processing and forgetting-reconstruction hypotheses are the 2 principal explanations for the contextual interference (CI) effect. The present authors' purpose was to identify which of these 2 hypotheses better accounts for the CI effect. They synchronized single transcranial magnetic stimulation (TMS) pulses to each intertrial interval to modulate information processing during Blocked and Random Practice conditions. Participants practiced 3 arm tasks with either a Blocked or Random Practice order. The 3 stimulation conditions (No TMS, TMS, Sham TMS) by 2-practice order (Blocked, Random) between-participant design resulted in 6 experimental groups. Without TMS, motor learning increased under Random Practice. With TMS, this learning benefit diminished. These results support the elaborative-processing hypothesis by showing that perturbing information processing, evoked by Random Practice, deteriorates the learning benefit. Unlike the prediction of the forgetting-reconstruction hypothesis, adding perturbation during Blocked Practice did not significantly enhance motor learning.
精细加工和遗忘重构假说是对情境干扰（CI）效应的两种主要解释。本文作者的目的是确定这两种假说中哪一种能更好地解释CI效应。他们将单个经颅磁刺激（TMS）脉冲与每个试验间隔同步，以调节在集中练习和随机练习条件下的信息处理。参与者按照集中练习或随机练习的顺序练习三项手臂任务。3种刺激条件（无TMS、TMS、伪TMS）×2种练习顺序（集中练习、随机练习）的组间设计产生了6个实验组。在无TMS的情况下，随机练习时运动学习增加。有TMS时，这种学习益处减弱。这些结果通过表明随机练习引起的信息处理干扰会削弱学习益处，支持了精细加工假说。与遗忘重构假说的预测不同，在集中练习期间增加干扰并没有显著增强运动学习。
