Contextual interference in implicit and explicit motor learning.
The purposes of this study were to examine the contextual interference effect in implicit learning and to compare implicit and explicit learning. Thirty-two participants performed a pursuit-tracking task for 60 acquisition and ten retention trials. The middle segment of target pathways had only two patterns whereas other segments had random patterns. A combination of awareness and practice order for the middle segment created four acquisition conditions: implicit-blocked, implicit-serial, explicit-blocked and explicit-serial. A questionnaire and a recognition test revealed that implicit groups were unaware of the repetition. Results showed no contextual interference effect in either implicit or explicit learning. Acquisition and retention performances were better for the middle segment than the other segments regardless of awareness. No difference between the implicit and explicit groups was found, suggesting that the implicit learning condition led to learning equivalent to the explicit learning condition.
Sekiya
Hiroshi
H
Graduate School of Integrated Arts and Sciences, Hiroshima University, 1-7-1, Kagamiyama, Higashihiroshima City, Hiroshima 739-8521, Japan. hsekiya@hiroshima-u.ac.jp
D000293:Adolescent; D000328:Adult; D001288:Attention; D001364:Awareness; D003198:Computer Simulation; D004193:Discrimination Learning; D005260:Female; D006801:Humans; D007266:Inhibition, Psychological; D007389:Internal-External Control; D007721:Knowledge of Results, Psychological; D008297:Male; D009039:Motion Perception; D009949:Orientation; D011214:Practice, Psychological; D011597:Psychomotor Performance; D011601:Psychophysics; D011698:Pursuit, Smooth; D012153:Retention, Psychology; D014163:Transfer, Psychology