Hodges Nicola J, Lohse Keith R, Wilson Andrew, Lim Shannon B, Mulligan Desmond
a School of Kinesiology , University of British Columbia , Vancouver , Canada.
J Mot Behav. 2014;46(6):455-67. doi: 10.1080/00222895.2014.947911. Epub 2014 Sep 16.
There is evidence that the learning benefits of contextual interference (CI) are moderated by experience, yet we do not know if these experiences are related to specific practice with random schedules. In two experiments, CI practice schedule was manipulated on Day 1. We evaluated its impact on 3 new tasks on Day 2; in the same or different practice schedule (Experiment 1) or when participants chose their practice (Experiment 2). Typical CI effects were observed for both sets of tasks, although on Day 2, there were no longer any costs from random practice. Previous practice affected how practice was scheduled. The prior random group switched more than the prior blocked group. Although switching was related to retention, overall the groups did not differ. Therefore, specific experiences with a method of practice influence later choices about how to practice, performance in practice, but not necessarily what is retained.
有证据表明，情境干扰（CI）对学习的益处会受到经验的调节，但我们尚不清楚这些经验是否与随机练习计划的特定练习相关。在两项实验中，第1天对CI练习计划进行了操控。我们在第2天评估了其对3项新任务的影响；采用相同或不同的练习计划（实验1），或者当参与者选择他们的练习方式时（实验2）。两组任务均观察到了典型的CI效应，不过在第2天，随机练习不再有任何代价。先前的练习影响了练习的安排方式。先前的随机组比先前的组块组切换得更多。尽管切换与保持有关，但总体而言两组并无差异。因此，一种练习方法的特定经验会影响后来关于如何练习的选择、练习中的表现，但不一定影响所记住的内容。
