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Level of Expertise, Interpolated Activity and Contextual Interference Effects on Memory and Transfer
5 references·3 citing·34 second hop
Level of Expertise, Interpolated Activity and Contextual Interference Effects on Memory and Transfer (1987)Level of Expertise, Interpolated Activity…Skill in sport. (1985)Skill in sport.The locus of contextual interference in motor-skill acquisition. (1983)The locus of contextual inter…The Effects of Contextual Interference on Females With Varied Experience in Open Sport Skills (1982)The Effects of Contextual Int…Categorization and Representation of Physics Problems by Experts and Novices* (1981)Categorization and Representa…Perception in chess (1973)Perception in chessSeeing How It Sounds: Observation, Imitation, and Improved Learning in Piano Playing (2017)Seeing How It Sounds: Observa…Factors influencing the transfer of trained interpersonal managerial skills back into the workplace (1997)Factors influencing the trans…A review of the contextual interference effect in motor skill acquisition (1990)A review of the contextual in…Human Problem Solving. (1973)Dimensions of Consumer Expertise (1987)The Role of Goal Orientation in Self-Regulated Learning (2000)Problem-Based Learning: What and How Do Students Learn? (2004)Theoretical Issues in Reading Comprehension (2017)Topics in learning and performance (1972)Contextual interference effects on the acquisition, retention, and transfer of a motor skill. (1979)Practice and Play in the Development of Sport Expertise (2007)A Working Model of Skill Acquisition with Application to Teaching (1972)Effects of Contextual Interference on Retention of Three Volleyball Skills (1990)Handbook of Research on Learning and Instruction (2011)Perceptual and Motor Skills (2014)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)RATE OF IMPLICIT SPEECH (1962)Cognitive Load During Problem Solving: Effects on Learning (1988)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Categories of Human Learning (1964)A multidimensional model of momentum in sports (1994)EXPERT AND EXCEPTIONAL PERFORMANCE: Evidence of Maximal Adaptation to Task Constraints (1996)5. Aspects of consciousness (2002)The theory of reinvestment (2008)Cognitive sport psychology (2016)New Conceptualizations of Practice: Common Principles in Three Paradigms Suggest New Concepts for Training (1992)Where do mirror neurons come from? (2009)Improving Students’ Learning With Effective Learning Techniques (2013)Revisiting the Applied Model for the Use of Observation: A Review of Articles Spanning 2011–2018 (2020)The Role of the Body in Instrumental and Vocal Music Pedagogy: A Dynamical Systems Theory Perspective on the Music Teacher's Bodily Engagement in Teaching and Learning (2020)The role of mirror mechanism in the recovery, maintenance, and acquisition of motor abilities (2021)Generalized expectancies for internal versus external control of reinforcement. (1966)Social Learning Theory. (1978)A Theory of Cognitive Dissonance (2017)Maximizing exposure therapy: An inhibitory learning approach (2014)
this work references cited by second hop

References

  • 1981Categorization and Representation of Physics Problems by Experts and Novices*5,373 cited
  • 1973Perception in chess4,641 cited
  • 1983The locus of contextual interference in motor-skill acquisition.468 cited
  • 1985Skill in sport.142 cited
  • 1982The Effects of Contextual Interference on Females With Varied Experience in Open Sport Skills112 cited

Cited by

  • 1990A review of the contextual interference effect in motor skill acquisition715 cited
  • 2017Seeing How It Sounds: Observation, Imitation, and Improved Learning in Piano Playing46 cited
  • 1997Factors influencing the transfer of trained interpersonal managerial skills back into the workplace2 cited

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