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, MA2 3
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
2011 Impact Factor: 1.638
2011 SCImago Journal Rankings: 0.100
DOIhttp://dx.doi.org/10.1080/00222895.2010.530304
ISI Accession Number IDWOS:000286817000001
ReferencesReferences in Scopus
DC Field
Value
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
2011 Impact Factor: 1.638
2011 SCImago Journal Rankings: 0.100
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
Author Affiliations
  1. The University of Hong Kong
  2. Victoria University Melbourne
  3. Australian Institute of Sport