University of Pittsburgh

Other Methods to Improve Retention

Other Methods to Improve Retention 

 Contextual Interference (CI)

  • Uses variable practice schedules in a random order and combination to improve learning
  • The CI effect’s random practice encourages a learner to compare and contrast the methods and strategies used for performing different tasks.

Switching between tasks during practice provides the learner with better contrastive knowledge and therefore makes each task more distinctive and memorable, increasing retention.  

  • Some factors that interact with CI include the ecological validity of an experiment, age, gender, experience level of the learner, the type of skill, task difficulty, and the absence or presence of knowledge of results (KR) during practice trial.

Knowledge of Results (KR)

  • Provides feedback to the learner after the task is completed about the outcome of the performance
  • Having knowledge of results directs a learner towards a more accurate performance of a goal-directed action.
  • In contrast, practice without KR allows performance to drift away from the goal, weakening the representation of an action in memory.

 

Knowledge of Performance (KP)

  • Provides information about the quality of a movement
  • Aids in committing an action to memory
  • When using KP, direct the learner on how they may improve the result
  • Cueing the learner to exaggerate inappropriate movement can also aide in learning

 

Focus of Attention

  • An external focus of attention yields greater autonomy
  • Focusing on movements themselves yields degraded performance and learning[LAW2] 
  • Focus should be placed on the overall goal of the learner’s movements

 

The effectiveness of instructions in motor skill learning depends largely on where the focus of attention is.