The Effect of Practice Schedule on Context-Dependent Learning

ABSTRACT

It is well established that random practice compared to blocked practice enhances motor learning. Additionally, while information in the environment may be incidental, learning is also enhanced when an individual performs a task within the same environmental context in which the task was originally practiced. This study aimed to disentangle the effects of practice schedule and incidental/environmental context on motor learning. Participants practiced three finger sequences under either a random or blocked practice schedule. Each sequence was associated with specific incidental context (i.e., color and location on the computer screen) during practice. The participants were tested under the conditions when the sequence-context associations remained the same or were changed from that of practice. When the sequence-context association was changed, the participants who practiced under blocked schedule demonstrated greater performance decrement than those who practiced under random schedule. The findings suggested that those participants who practiced under random schedule were more resistant to the change of environmental context.

Keywords:

• contextual interference
• incidental context
• motor learning

Acknowledgment

The authors would like to acknowledge Dr. Carolee J. Winstein for the insightful discussions related to the study. This study was conducted at the University of Southern California, Division of Biokinesiology and Physical Therapy, CA.

Conflict of Interest

The authors declare no conflict of interest related to this study.