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Journal of Motor Behavior Volume 20, 1988 - Issue 2
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Original Articles

Variability in Practice

Facilitation in Retention and Transfer Through Schema Formation or Context Effects?

Gabriele WulfUniversity of California, Los Angeles
&
Richard A. SchmidtUniversity of California, Los Angeles
Pages 133-149 | Received 09 Sep 1987, Published online: 13 Aug 2013

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Kimberly M. Meigh, Susan Shaiman, Connie A. Tompkins, Katherine Verdolini Abbott & Timothy Nokes-Malach. (2018) What memory representation is acquired during nonword speech production learning? The influence of stimulus features and training modality on nonword encoding. Cogent Psychology 5:1.
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Suzete Chiviacowsky & Gabriele Wulf. (2005) Self-Controlled Feedback Is Effective if It Is Based on the Learner's Performance. Research Quarterly for Exercise and Sport 76:1, pages 42-48.
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ClareG. Giuffrida, JohnB. Shea & JeffreyT. Fairbrother. (2002) Differential Transfer Benefits of Increased Practice for Constant, Blocked, and Serial Practice Schedules. Journal of Motor Behavior 34:4, pages 353-365.
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JinH. Yan, JerryR. Thomas, GeorgeE. Stelmach & KatherineT. Thomas. (2000) Developmental Features of Rapid Aiming Arm Movements Across the Lifespan. Journal of Motor Behavior 32:2, pages 121-140.
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Frank Brady. (1998) A Theoretical and Empirical Review of the Contextual Interference Effect and the Learning of Motor Skills. Quest 50:3, pages 266-293.
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Kellie Green Hall & RichardA. Magill. (1995) Variability of Practice and Contextual Interference in Motor Skill Learning. Journal of Motor Behavior 27:4, pages 299-309.
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Hiroshi Sekiya, RichardA. Magill, Ben Sidaway & DavidI. Anderson. (1994) The Contextual Interference Effect for Skill Variations from the Same and Different Generalized Motor Programs. Research Quarterly for Exercise and Sport 65:4, pages 330-338.
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Keith Davids, Craig Handford & Mark Williams. (1994) The natural physical alternative to cognitive theories of motor behaviour: An invitation for interdisciplinary research in sports science?. Journal of Sports Sciences 12:6, pages 495-528.
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Gabriele Wulf, TimothyD. Lee & RichardA. Schmidt. (1994) Reducing Knowledge of Results about Relative versus Absolute Timing: Differential Effects on Learning. Journal of Motor Behavior 26:4, pages 362-369.
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Gabriele Wulf & TimothyD. Lee. (1993) Contextual Interference in Movements of the Same Class: Differential Effects on Program and Parameter Learning. Journal of Motor Behavior 25:4, pages 254-263.
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TimothyD. Lee, Gabriele Wulf & RichardA. Schmidt. (1992) Contextual Interference in Motor Learning: Dissociated Effects Due to the Nature of Task Variations. The Quarterly Journal of Experimental Psychology Section A 44:4, pages 627-644.
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CarolA. Wood & CarolA. Ging. (1991) The Role of Interference and Task Similarity on the Acquisition, Retention, and Transfer of Simple Motor Skills. Research Quarterly for Exercise and Sport 62:1, pages 18-26.
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Norah N. Alali, Howie J. Carson & Dave Collins. A Pragmatic Approach to Skill Acquisition for Physical Education: Considering Cognitive and Ecological Dynamics Perspectives. Quest 0:0, pages 1-20.
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Articles from other publishers (35)

Kaichi Yanaoka, Félice van‘t Wout, Satoru Saito & Christopher Jarrold. (2024) When stimulus variability accelerates the learning of task knowledge in adults and school-aged children. Quarterly Journal of Experimental Psychology.
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S. Hourieh Mousavi, Alireza Saberi Kakhki, Davoud Fazeli, Ludwig Vogel, Fabian Horst & Wolfgang I. Schöllhorn. (2024) Effects of contextual interference and differential learning on performance and mental representations in a golf putting task. European Journal of Sport Science 24:3, pages 289-301.
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Jonathan S. Daniels, David Moreau & Brooke N. Macnamara. (2022) Learning and Transfer in Problem Solving Progressions. Journal of Intelligence 10:4, pages 85.
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Lidiane A. Fernandes, Tércio Apolinário-Souza, Enzo G. Azevedo, Joana A. R. Pinto & Guilherme Menezes Lage. (2022) Association Between Cross-Limb Transfer and Practice Organization. Perceptual and Motor Skills 129:5, pages 1413-1427.
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Seoung Hoon Park, Chao‐Jung Hsu, Jui‐Te Lin, Weena Dee, Elliot J. Roth, William Z. Rymer & Ming Wu. (2021) Increased motor variability facilitates motor learning in weight shift toward the paretic side during walking in individuals post‐stroke. European Journal of Neuroscience 53:10, pages 3490-3506.
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Nicola J. Hodges & Keith R. Lohse. (2020) Difficulty is a real challenge: A perspective on the role of cognitive effort in motor skill learning.. Journal of Applied Research in Memory and Cognition 9:4, pages 455-460.
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Adam Steel, Chris I. Baker & Charlotte J. Stagg. (2020) Intention to learn modulates the impact of reward and punishment on sequence learning. Scientific Reports 10:1.
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Rajiv Ranganathan. (2020) WITHDRAWN: A test of the variability vs. specificity hypotheses in the retention of a motor skill. Human Movement Science 71, pages 102432.
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Katrina Sabah, Thomas Dolk, Nachshon Meiran & Gesine Dreisbach. (2018) When less is more: costs and benefits of varied vs. fixed content and structure in short-term task switching training. Psychological Research 83:7, pages 1531-1542.
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Shashank Ghai, Gerd Schmitz, Tong‐Hun Hwang & Alfred O. Effenberg. (2018) Training proprioception with sound: effects of real‐time auditory feedback on intermodal learning. Annals of the New York Academy of Sciences 1438:1, pages 50-61.
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Kimberly M. Meigh. (2017) A Novel Investigation of Generalized Motor Program Theory: Syllable Stress as a Motor-Class Variable. Journal of Speech, Language, and Hearing Research 60:6S, pages 1685-1694.
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Nicholas C. Soderstrom & Robert A. Bjork. (2015) Learning Versus Performance. Perspectives on Psychological Science 10:2, pages 176-199.
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Maura Pilotti, Edward Martinez, Tyler Broderick, Sharon Caballero & Linda LaGrange. (2012) Reading Acceleration Program. Journal of Hispanic Higher Education 11:4, pages 351-365.
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Herbert Ugrinowitsch & Rodolfo Novellino Benda. (2011) Contribuições da aprendizagem motora: a prática na intervenção em educação física. Revista Brasileira de Educação Física e Esporte 25:spe, pages 25-35.
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임광택 & Kyung-Hoon Choi. (2009) The effect of Variability of Practice Method on BOCCIA throwing skill of disabled people with Cerebral Palsy. Korean Journal of Physical, Multiple, & Health Disabilities 52:2, pages 225-242.
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Juan Granda Vera, José Carlos Barbero Alvarez & Mariano Montilla Medina. (2008) Effects of Different Practice Conditions on Acquisition, Retention, and Transfer of Soccer Skills by 9-Year-Old Schoolchildren. Perceptual and Motor Skills 106:2, pages 447-460.
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Samantha L Applegate, Martin S Rice, Franklin Stein & Kinsuk K Maitra. (2007) Knowledge of results and learning to tell the time in an adult male with an intellectual disability: a single‐subject research design. Occupational Therapy International 15:1, pages 32-44.
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Steven C. Cramer & Rüdiger J. Seitz. 2008. Stroke Part III: Investigation and Management. Stroke Part III: Investigation and Management 1097 1117 .
Craig D. Takahashi, Lucy Der Yeghiaian & Steven C. Cramer. (2005) Stroke Recovery and Its Imaging. Neuroimaging Clinics of North America 15:3, pages 681-695.
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Dana Maslovat, Romeo Chua, Timothy D. Lee & Ian M. Franks. (2004) Contextual Interference: Single Task versus Multi-task Learning. Motor Control 8:2, pages 213-233.
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Zhe Chen & Lei Mo. (2004) Schema Induction in Problem Solving: A Multidimensional Analysis.. Journal of Experimental Psychology: Learning, Memory, and Cognition 30:3, pages 583-600.
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John A. Fazey & Ference Martonl. (2016) Understanding the Space of Experiential Variation. Active Learning in Higher Education 3:3, pages 234-250.
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Paula Click Fenter. (2002) Understanding the Role of Practice in Learning for Geriatric Individuals. Topics in Geriatric Rehabilitation 17:4, pages 11-32.
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Jean-Michel Albaret & Bernard Thon. (1998) Differential effects of task complexity on contextual interference in a drawing task. Acta Psychologica 100:1-2, pages 9-24.
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Hong J. Kim & John F. Kramer. (1997) Effectiveness of Visual Feedback During Isokinetic Exercise. Journal of Orthopaedic & Sports Physical Therapy 26:6, pages 318-323.
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E. Pollatou, E. Kioumourtzoglou, N. Agelousis & G. Mavromatis. (2016) Contextual Interference Effects in Learning Novel Motor Skills. Perceptual and Motor Skills 84:2, pages 487-496.
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D. Penelope Green, Jean Whitehead & David A. Sugden. (2016) Practice Variability and Transfer of a Racket Skill. Perceptual and Motor Skills 81:3_suppl, pages 1275-1281.
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Fiona Pacey. (2008) Schema Theory and the Effect of Variable Practice in String Teaching. British Journal of Music Education 10:2, pages 91-102.
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Richard A. Schmidt & Robert A. Bjork. (2017) New Conceptualizations of Practice: Common Principles in Three Paradigms Suggest New Concepts for Training. Psychological Science 3:4, pages 207-218.
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Gabriele Wulf. (2006) The effect of type of practice on motor learning in children. Applied Cognitive Psychology 5:2, pages 123-134.
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Herbert Heuer. 1991. The Development of Timing Control and Temporal Organization in Coordinated Action - Invariant Relative Timing, Rhythms and Coordination. The Development of Timing Control and Temporal Organization in Coordinated Action - Invariant Relative Timing, Rhythms and Coordination 37 68 .
Richard A. Magill & Kellie G. Hall. (1990) A review of the contextual interference effect in motor skill acquisition. Human Movement Science 9:3-5, pages 241-289.
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Karen E. French, Judith E. Rink & Peter H. Werner. (2016) Effects of Contextual Interference on Retention of Three Volleyball Skills. Perceptual and Motor Skills 71:1, pages 179-186.
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KAREN E. FRENCH. (1990) EFFECTS OF CONTEXTUAL INTERFERENCE ON RETENTION OF THREE VOLLEYBALL SKILLS. Perceptual and Motor Skills 71:5, pages 179.
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Herbert Heuer. (1988) Adjustment and readjustment of the relative timing of a motor pattern. Psychological Research 50:2, pages 83-93.
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