We review research related to the learning of complex motor skills with respect to principles
developed on the basis of simple skill learning. Although some factors seem to have …

This paper addresses the contextual interference hypothesis, which was originally
formulated by Battig (1966) and later adapted to motor learning by Shea and Morgan (1979) …

LEARNING a motor skill sets in motion neural processes that continue to evolve after
practice has ended, a phenomenon known as consolidation1–4. Here we present …

Recent research on the role of practice variables during the acquisition of motor skills is
reviewed. These practice variables include (a) the effects of a model's skill level during …

The effects of distributing practice sessions across days, compared to within days, on the
learning of motor skills were examined. In Experiment 1, a continuous dynamic balance task …

The contextual interference (CI) model hypothesizes random practice (high CI) leads to
inferior acquisition, but superior retention and transfer capabilities compared to blocked …

A meta-analysis of the contextual interference effect produced 139 estimates of effect sizes
from 61 studies. The average overall effect size was. 38. The effect size for basic research …

The effect of practice schedule on retention and transfer has been studied since the first
publication on contextual interference (CI) in 1966. However, strongly advocated by …

Many instructional strategies that appear to improve learners' performance during training
may not realize adequate posttest performance or transfer to a job. The converse has been …

Procedural learning refers to the ability to learn new perceptual, motor or cognitive skills.
While many studies have explored procedural learning abilities in patients with different …