Graduate Thesis Or Dissertation
 

The effects of three levels of contextual interference on acquisition and retention of a sequential motor skill in moderately mentally retarded and nonretarded individuals

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  • The purpose of this research was to investigate the effects of three levels of contextual interference on the acquisition and retention of a sequential motor skill, by moderately mentally retarded and nonretarded subjects. The subjects were functioning between an eight and twelve year level. The dependent measures included; Reaction Time (RT), Total Response Time (TRT), and error scores. The experimental task required subjects (N = 36 moderately mentally retarded, and N = 36 nonretarded subjects), to initiate and complete the motor pattern by running as quickly as possible through the three mat pattern. A 2 (IQ) X 3 (Practice Condition) X 3 (Task) repeated measures design was used to analyze the RT and TRT dependent measures during acquisition and retention. A Multivariate Analysis of Variance (MANOVA) was initially employed. Significant effects were further analyzed through Univariate Analysis of Variance (ANOVA) procedures. An alpha level of 0.10 was used in this study. In addition to RT and TRT measures, anticipation errors and mat errors were recorded. A significant main effect for RT and TRT during acquisition was found between intelligence groups. There were no significant differences in RT between the intelligence groups during retention. Significant differences between intelligence groups were found with respect to TRT during retention. There were no statistically significant differences between the practice conditions with respect to RT and TRT. Empirical evidence supported the presence of task differences. Throughout the study, the nonretarded subjects produced fewer anticipation errors and fewer mat errors than moderately mentally retarded subjects. The total frequency of mat errors increased for both the mentally retarded and nonretarded groups, from acquisition to retention. It was concluded that there were no differences with respect to reaction time or total response time, as a function of contextual practice condition.
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