Motor Development and Learning
hanie akbarabadi; Davoud Fazeli; parvaneh Shamsipour
Abstract
The purpose of this research was to investigate the effect of differential training and contextual interference on learning and mental representation of the golf shot.
. Fifty female students with an age range of 20-35, were purposefully selected. Participants were randomly divided into five groups: ...
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The purpose of this research was to investigate the effect of differential training and contextual interference on learning and mental representation of the golf shot.
. Fifty female students with an age range of 20-35, were purposefully selected. Participants were randomly divided into five groups: random differential learning, blocked differential learning, random contextual interference, blocked contextual interference, and control. Standard golf balls and sticks, circular targets with a diameter of 11 cm on a grass field with dimensions of 9 x 4 meters, and mental representation measurement software were used to carry out the task. In the pre-test, the subjects performed the task of measuring mental representation and took 15 golf shots from a distance of 3 meters. During the acquisition phase of 12 blocks, participants made 15 attempts in accordance with the educational instructions related to their groups. 24 hours after the acquisition session, they participated in a memory test under similar conditions to the pre-test
.Results
The results showed that the performance of the random differential group was significantly different from the other groups and performed weaker than them (P=0.001). In the retention test, the random differential and random contextual interference groups had higher accuracy than the blocked differential and blocked contextual interference groups (P=0.001). However, in the transfer test, the differential learning groups performed more accurately than all the groups. There was a significant change in mental representation in memory in the random differential group compared to the pre-test (P=0.001).
Roza Rahavi Ezabadi; Parvaneh Shamsipour Dehkordi; Marzieh Khajezadeh
Abstract
The purpose of this study was to determine the effect of distribution of practice on the acquisition, retention with different intervals 1, 7, and also judgment of learning accuracy of forehand drive in table tennis. The 32 female student with 18- 24 years old that passed specialized table tennis unit, ...
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The purpose of this study was to determine the effect of distribution of practice on the acquisition, retention with different intervals 1, 7, and also judgment of learning accuracy of forehand drive in table tennis. The 32 female student with 18- 24 years old that passed specialized table tennis unit, contributed as convicted. They randomly were divided to massed and distributed practice groups. The skill used in this study was the forehand drive. After pretest, the massed group practiced all 240 Trails in one session, and the distributed practice group practiced 60 trials per day on 4 consecutive days. After acquisition phase, Participants were asked to predict performance on the retention phase. Participants were asked, “what would you predict your average score on the first the retention test? “And then half of participants of each group contributed for a retention test 1 day later, half of other participants of each group contributed for retention test 7 days later. The data were analyzed by independent sample t test and two –way analysis of variants (ANOVA) with repeated test. The result showed significant differences between massed and distributed practice groups in the acquisition, retention (1, 7) test and also judgment of learning (p
Parvaneh Shamsipour Dehkordi; Behrouz Abdoli; Mehdi Namazizadeh; Hassan Ashayeri
Abstract
The aim of this study was to compare the effect of time courses of interference and retention test on implicit motor memory consolidation. 60 right-handed female students who had cognitive, mental and physical health and novice at performing alternating serial reaction time task (ASRTT) and serial color ...
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The aim of this study was to compare the effect of time courses of interference and retention test on implicit motor memory consolidation. 60 right-handed female students who had cognitive, mental and physical health and novice at performing alternating serial reaction time task (ASRTT) and serial color matching task (SCMT) (mean age=21.95+1.95 years) were randomly divided into three groups of interference with distances of 6, 24 and 72 hours after the practice session. In the acquisition phase, all groups practiced the ASRTT in 25 blocks of 80 trials in one day. Then, they participated in the second interference task (SCMT) 6, 24 and 72 hours after the practice session and participated in the retention test 24 hours later. In the acquisition phase, subjects’ performance improved with an increase in the practice trials and they had better performance in the 5th practice block (P<0.001). In retention test, there was no significant difference between mean reaction time in the 5th practice block and retention test of the first group (interference with the 6 hours distance). There was a significant difference between mean reaction time in the 5th practice block and retention test of the second group (interference with the 24 hours distance) and the third group (interference with 72 hours distance). The third group (interference of 72 hours distance) had the best performance while the first group (interference with the 6 hours distance) had the weakest performance. Therefore, the interference distances of 24 and 72 hours after the acquisition session led to memory consolidation.
