The locus of contextual interference in motor-skill acquisition

Three experiments, with 84 undergraduates, investigated the paradox that randomly ordering practice trials during motor-skill acquisition is detrimental to practice performance (relative to blocked or repetitively ordered trials) but facilitates retention performance. Results of Exp I refute the notion that this contextual variety effect is actually due to a methodological confounding of the type of reaction paradigm (simple or choice) with the practice order manipulations. In Exps II and III, a 3rd practice trial order (serial) was added that contained identifiable conditions similar to both the blocked and random trial orders. This serial order produced results almost identical to findings observed under random practice conditions. Data provide evidence that event repetitions during skill acquisition have critical consequences on the development of memory and speeded accessibility of action plans. Results are discussed in a theoretical framework that incorporates recently revamped notions of the role of cognition and mental effort in motor-skill acquisition. Relationships between contextual interference and related empirical and theoretical issues in cognition and the area of motor skills are also explored. (48 ref)