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Article: An implicit basis for the retention benefits of random practice
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TitleAn implicit basis for the retention benefits of random practice
 
AuthorsRendell, MA3 2
Masters, RSW1
Farrow, D3
Morris, T2
 
Keywordscognitive effort
contextual interference
explicit motor learning
implicit motor learning
 
Issue Date2011
 
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/00222895.asp
 
CitationJournal Of Motor Behavior, 2011, v. 43 n. 1, p. 1-13 [How to Cite?]
DOI: http://dx.doi.org/10.1080/00222895.2010.530304
 
AbstractThe cognitive effort explanations of contextual interference (CI) and implicit motor learning represent a paradox in which cognitive involvement is seen to be advantageous or disadvantageous for learning. The authors aimed to resolve this paradox by measuring cognitive effort and working memory dependence during low and high CI practice on two Australian Rules Football tasks (kicking and handball). Measures of cognitive effort included: kicking and handball outcome performance during acquisition and during a test of retention, performance on a probe reaction time task during a sample of acquisition trials, and self-reported levels of cognitive effort. Measures of implicit and explicit learning included kicking and handball performance during a secondary task transfer, and self-report verbal protocols (number of verbal rules and hypotheses reported). The results suggest that high CI may cause an implicit mode of learning, perhaps due to the interference caused by task switching. However, these findings are restricted to the more complex of the 2 tasks (kicking). Copyright © 2011 Taylor & Francis Group, LLC.
 
ISSN0022-2895
2012 Impact Factor: 1.042
2012 SCImago Journal Rankings: 0.573
 
DOIhttp://dx.doi.org/10.1080/00222895.2010.530304
 
ISI Accession Number IDWOS:000286817000001
 
ReferencesReferences in Scopus
 
DC FieldValue
dc.contributor.authorRendell, MA
 
dc.contributor.authorMasters, RSW
 
dc.contributor.authorFarrow, D
 
dc.contributor.authorMorris, T
 
dc.date.accessioned2011-10-28T02:52:33Z
 
dc.date.available2011-10-28T02:52:33Z
 
dc.date.issued2011
 
dc.description.abstractThe cognitive effort explanations of contextual interference (CI) and implicit motor learning represent a paradox in which cognitive involvement is seen to be advantageous or disadvantageous for learning. The authors aimed to resolve this paradox by measuring cognitive effort and working memory dependence during low and high CI practice on two Australian Rules Football tasks (kicking and handball). Measures of cognitive effort included: kicking and handball outcome performance during acquisition and during a test of retention, performance on a probe reaction time task during a sample of acquisition trials, and self-reported levels of cognitive effort. Measures of implicit and explicit learning included kicking and handball performance during a secondary task transfer, and self-report verbal protocols (number of verbal rules and hypotheses reported). The results suggest that high CI may cause an implicit mode of learning, perhaps due to the interference caused by task switching. However, these findings are restricted to the more complex of the 2 tasks (kicking). Copyright © 2011 Taylor & Francis Group, LLC.
 
dc.description.naturelink_to_OA_fulltext
 
dc.identifier.citationJournal Of Motor Behavior, 2011, v. 43 n. 1, p. 1-13 [How to Cite?]
DOI: http://dx.doi.org/10.1080/00222895.2010.530304
 
dc.identifier.citeulike8494174
 
dc.identifier.doihttp://dx.doi.org/10.1080/00222895.2010.530304
 
dc.identifier.epage13
 
dc.identifier.hkuros184169
 
dc.identifier.isiWOS:000286817000001
 
dc.identifier.issn0022-2895
2012 Impact Factor: 1.042
2012 SCImago Journal Rankings: 0.573
 
dc.identifier.issue1
 
dc.identifier.pmid21186459
 
dc.identifier.scopuseid_2-s2.0-78651273198
 
dc.identifier.spage1
 
dc.identifier.urihttp://hdl.handle.net/10722/142599
 
dc.identifier.volume43
 
dc.languageeng
 
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/00222895.asp
 
dc.publisher.placeUnited States
 
dc.relation.ispartofJournal of Motor Behavior
 
dc.relation.referencesReferences in Scopus
 
dc.subject.meshAthletic Performance - psychology
 
dc.subject.meshCognition
 
dc.subject.meshMotor Skills
 
dc.subject.meshPractice (Psychology)
 
dc.subject.meshRetention (Psychology)
 
dc.subjectcognitive effort
 
dc.subjectcontextual interference
 
dc.subjectexplicit motor learning
 
dc.subjectimplicit motor learning
 
dc.titleAn implicit basis for the retention benefits of random practice
 
dc.typeArticle
 
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Author Affiliations
  1. The University of Hong Kong
  2. Victoria University Melbourne
  3. Australian Institute of Sport