Article (Scientific journals)
Learning a motor skill: Effects of Blocked vs. Random Practice. A review
Merbah, Sarah; Meulemans, Thierry
2011In Psychologica Belgica, 51 (1), p. 15-48
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Keywords :
Contextual interference effect; Procedural learning
Abstract :
[en] 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 types of brain damage, the cognitive mechanisms involved in the acquisition of a new skill are still not well understood. The present review focuses on the conditions that optimize skill acquisition, and more specifically on the contextual interference effect (CIE), which refers to the advantage of a ‘random’ over a ‘blocked’ practice condition in skill learning tasks. According to both the ‘elaboration’ and ‘reconstruction’ hypotheses, the CIE can be explained by the fact that the random schedule requires more cognitive activity than the blocked one. However, if the CIE has been consistently demonstrated in laboratory studies, it is not so clear in fieldbased studies. We discuss this ‘laboratory and field dilemma’, and suggest that two main factors – task complexity and individual variables – may explain the discrepancy between the two types of studies.
Disciplines :
Neurosciences & behavior
Author, co-author :
Merbah, Sarah ;  Université de Liège - ULiège > Département des sciences cognitives > Neuropsychologie
Meulemans, Thierry ;  Université de Liège - ULiège > Services généraux (Fac. de psycho. et des sc. de l'éducat.) > Doyen de la Faculté de Psychologie et des sc. de l'éducation - Neuropsychologie
Language :
English
Title :
Learning a motor skill: Effects of Blocked vs. Random Practice. A review
Publication date :
2011
Journal title :
Psychologica Belgica
ISSN :
0033-2879
eISSN :
2054-670X
Publisher :
Belgian Psychol Soc, Leuven, Belgium
Volume :
51
Issue :
1
Pages :
15-48
Peer reviewed :
Peer Reviewed verified by ORBi
Available on ORBi :
since 05 October 2010

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