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To better understand the contextual interference effect, in two experiments we investigated a form of practice schedule that provided novices with systematic increases in contextual interference. This new type of practice schedule was compared with traditional blocked and random scheduling for two types of sports skills. In Experiment 1, we tested the(More)
Research investigating the preparation and control of rapid, multisegmented responses typically has assumed complete programming of the response occurring prior to movement initiation and has made use of a simple reaction time (RT) paradigm. A notable exception is Rosenbaum's work which proposed the Hierarchical Editor (HED) model that is specifically(More)
  • R A Magill
  • 1998
This article discusses the acquisition of knowledge about environmental regulatory features that guide the selection and execution of movements involved in performing open motor skills. First, empirical evidence related to the visual search characteristics of skilled and novice performers is considered to demonstrate that learning environmental regulatory(More)
The authors investigated whether the knowledge of results (KR) schedule influences the extent to which intrinsic feedback is noticed and used. Fifty-six participants received KR that was either delayed over 2 trials (Delay-2) or provided directly after each trial (Delay-0) during 160 trials of an unfamiliar aiming task. No-KR retention tests were given(More)
Magill and Hall (1990) hypothesized that the contextual interference (CI) effect is found only when task variations to be learned are governed by different generalized motor programs (GMPs). The present experiments examined their hypothesis by requiring subjects to learn variations of a tapping task that had either different (Experiment 1) or the same(More)
This study extended previous work (Sekiya, Magill, Sidaway, & Anderson, 1994) by examining whether the contextual interference (CI) effect could be found when task variations were controlled by the same generalized motor program (GMP) but differentiated on the basis of overall force parameter modifications. A subsidiary aim of this study was to determine(More)
For this study, we investigated the effects of self-controlled practice on learning multiple motor skills. Thirty participants were randomly assigned to self-control or yoked conditions. Participants learned a three-keystroke pattern with three different relative time structures. Those in the self-control group chose one of three relative time structures(More)
Given the need for a memory representation of well-learned motor skills, a common assumption in motor behavior is that this knowledge is stored in a central, abstracted form. Active production of motor skills has not been used in experimental designs that have provided empirical support for this view of representation, however. Much of the faith in(More)
Currently, a popular model for the central representation of motor skills is embodied in Schmidt's schema theory of discrete motor skill learning (Schmidt, 1975). Two experiments are reported here that contrast predictions from a schema abstraction model that is the basis for schema theory with those from an exemplar-based model of motor skill memory(More)