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  1. Sep 16, 2023 · Contextual interference involves mixing up your practice structure, either by adding different tasks and/or adding practice variability when learning a skill. The contextual interference effect shows that this interference results in worse practice performance, but a greater ability to retain and transfer skill at a later date. This effect was ...

  2. May 22, 2021 · The contextual interference effect is a well-established motor learning phenomenon. It refers to the interference that is experienced when practicing multiple skills, or variations of a skill, within a single practice session (Shea and Morgan, 1979). Low contextual interference practice typically produces better performance during practice ...

  3. Sep 1, 1990 · Abstract. The contextual interference effect is a learning phenomenon where interference during practice is beneficial to skill learning. That is, higher levels of contextual interference lead to poorer practice performance than lower levels while yielding superior retention and transfer performance. This rather counterintuitive effect, first ...

    • Richard A. Magill, Kellie G. Hall
    • 1990
  4. Nov 2, 2017 · The contextual interference effect is a well-established motor learning phenomenon. Most of the contextual interference effect literature has addressed simple skills, while less is known about the role of contextual interference in complex sport skill practice, particularly with respect to skilled performers.

  5. Sep 1, 1990 · The contextual interference effect is a learning phenomenon where interference during practice is beneficial to skill learning. That is, higher levels of contextual interference lead to poorer ...

  6. Mar 28, 2018 · The neurochemical basis of the contextual interference effect. Neurobiology of Aging 66 (2018) 85-96. L Pauwels et al. Challenge to Promote Change: The Neural Basis of the Contextual Interference Effect in Young and Older Adults. The Journal of Neuroscience, March 28, 2018 • 38(13):3333–3345

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  8. Aug 10, 2011 · We instructed participants to learn to produce three grip force patterns in either random or blocked schedules and measured the contextual interference effect by long-term forgetting: the change in performance between immediate and 24-h posttests. Nondisabled participants exhibited the contextual interference effect: no forgetting in the random ...

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