APA 2120 Chapter Notes - Chapter .1: Transcranial Magnetic Stimulation, Motor Learning
18 Dec 2018
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Ml reading practice conditions lin et al 2008. Elaborative-processing and forgetting-reconstruction hypotheses are the 2 principle explanations for contextual interference. Used transcranial magnetic stimulation (tms) pulses to determine if information was being processed during block and random practice conditions. Without tms, motor learning increased under random practice a. b. With tms, this learning benefit is not helpful. Adding perturbation during blocked practice did not significantly increase motor learning. Random practice forces learner to make comparisons between the different task, which causes more elaborative information processing. Forgetting-reconstruction hypothesis suggests that a an action plan that was previously made is more likely to be in the working memory during block practice because the same task is constantly repeated. This is different from random practice will forces the learner to leave the action plan constructed previously because the next task that they have to perform is different.
