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Memory consolidation and contextual interference effects with computer games
Journal article   Peer reviewed

Memory consolidation and contextual interference effects with computer games

Patricia A Shewokis
Perceptual and motor skills, v 97(2), pp 581-589
Oct 2003
DOI: https://doi.org/10.2466/pms.2003.97.2.581
PMID: 14620247

Abstract

Humans Practice (Psychology) Attention Male Association Learning Reinforcement Schedule Transfer (Psychology) Motivation Video Games Adolescent Adult Female Retention (Psychology)
Some investigators of the contextual interference effect contend that there is a direct relation between the amount of practice and the contextual interference effect based on the prediction that the improvement in learning tasks in a random practice schedule, compared to a blocked practice schedule, increases in magnitude as the amount of practice during acquisition on the tasks increases. Research using computer games in contextual interference studies has yielded a large effect (f = .50) with a random practice schedule advantage during transfer. These investigations had a total of 36 and 72 acquisition trials, respectively. The present study tested this prediction by having 72 college students, who were randomly assigned to a blocked or random practice schedule, practice 102 trials of three computer-game tasks across three days. After a 24-hr. interval, 6 retention and 5 transfer trials were performed. Dependent variables were time to complete an event in seconds and number of errors. No significant differences were found for retention and transfer. These results are discussed in terms of how the amount of practice, task-related factors, and memory consolidation mediate the contextual interference effect.

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8 citations in Web of Science
10 citations in Scopus

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Web of Science research areas
Psychology, Experimental
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