Contextual Interference Effect in Bandwidth and Self-Control Feedback Conditions on Relative and Absolute Timing Learning

This study aims to better understand the effect of practice schedule and feedback providing types. In two separate experiments the contextual interference effect in bandwidth and self-control feedback conditions on relative and absolute timing learning was examined. In experiment I, the effect of contextual interference using bandwidth and self-control feedback on absolute timing learning (parameters) was studied. Results in the acquisition test showed the performance of blocked self-control and bandwidth groups were significantly better than other groups (P<0.05). There was no significant difference in retention and transfer tests (P>0.05). In experiment II, the effects of contextual interference with using a bandwidth and self-control feedback on relative timing learning (GMP) were studied.. In retention and transfer tests, the performance of random self-control and bandwidth groups was significantly different to the other groups (P<0.05). The performance of self-control feedback groups in both experiments was better than bandwidth feedback groups (P<0.05) in all stages. The results of this study reveal the beneficial effect of self-control feedback on relative timing (GMP) rather than absolute timing (parameter) learning and supported the theoretical separation of this processes.