Good learners do not always adhere to established practice principles; low contextual interference can still produce good learning¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? When learners schedule their own practice, the best learners are not always those who follow good practice principles such as high contextual interference; low switching between skills can produce good learning without accuracy costs in acquisition. → Williams 2017

Evidence¶

Williams 2017¶

Williams, A. M., Fawver, B., & Hodges, N. J. (2017). Using the 'expert performance approach' as a framework for examining and enhancing skill learning: Improving understanding of how experts learn. Frontline Learning Research, 5(3), 139–154. https://doi.org/10.14786/flr.v5i3.267

q2 · i? · the article prints no effect size for this finding · review · r2

The review reports, citing Hodges et al. (2011, 2014) and Keetch and Lee (2007), that under self-determined practice "low levels of switching (i.e., contextual interference) between to-be-acquired skills can produce good learning". This is presented as evidence that good learners do not always adhere to established practice principles.

"As long as practice is self -determined, low levels of switching (i.e., contextual interference) between to-be-acquired skills can produce good learning, without accuracy costs in acquisition (Hodges et al., 2011, 2014; Keetch & Lee, 2007)."

Discussion¶

Related Claims¶

• Learning should be assessed with retention and transfer tests rather than current practice performance
• Learners misjudge which learning strategies are effective — related
• Learners Misjudge Spacing Benefits — related