Contextual Interference Effects during Skill Acquisition and Transfer in Down’s Syndrome Adolescents

Abstract

An experiment is reported that investigated the effects of contextual interference on motor skill acquisition, and transfer of training in Down’s syndrome adolescents. Twenty Down’s syndrome adolescents and 20 nonhandicapped mental age controls learned a coincident anticipation timing task using either a random or a blocked training schedule. For transfer to a novel but similar task, subjects from both populations evidenced beneficial effects due to random practice. These data are discussed in terms of recent developments for strategy enhancement in motor learning by mentally retarded individuals.