The phenomenon of error has long interested SLA researchers

The effects of contextual interference in females with varied experience in open sport skill
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Self-determination theory - Wikipedia

YOUNG D.E.; COHEN M.J; HUSAK W.S.; Contextual interference and motor skill acquisition: on the processes that influence retention. Human Movement Science, 1993

MAGILL, R.A. e HALL, K.G. A Review of the Contextual Interference Effect in Motor Skill Acquisition. Human Movement Science, 1990.
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NPC Library: Noise Effects Handbook

SILVA A.B. LAGE G.M.; GONCALVES W.R.; PALHARES LR.; UGRINOWITSCH H.; BENDA RN. Contextual interference and manipulation of generalized motor program and parameters in timing tasks. Journal of Sport e Exercise Psychology, 2004.

GABRIELE, T.E., HALL, CR., Cognition in motor learning, Imagery effects and contextual interference: Human Movement Science, 1989
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DEL REY, P., WUGHALTR, E.H., CARNES, E., Level of expertise interpolated activity and contextual interference effects on memory and transfer. Perceptual and Motor Skill, 1987

HALL, K.G., DOMINGUES, D.A., CAVAZOS, R., Contextual interference effects with skilled baseball player. Perceptual and Motor skills, 1994
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Does consciousness disclose the intrinsic nature of the physical?

Another possible explanation as to why random practice is more effective is the action plan reconstruction hypothesis (or the Forgetting Hypothesis). Lee and Magill (1983) suggested that when the learner switches from task A to task B, the “solution” that was generated (in short term memory) for performing task B causes the previously generated solution to task A to be forgotten. When task A is encountered again a few trials later, the learner must generate the solution anew; this leads to a relatively poor practice performance. However, this solution generation process is assumed to be of benefit to learning (Cuddy & Jacoby, 1982). In a blocked practice, the solution generated to the first trial is simply applied to the next trial, thus reducing the number of times that the learner must generate new solutions. Given this, practice performance for blocked trials is effective as once the solution is generated s remembered for a number of trials. However, learning is poor as the learner is not required to generate a new solution to the task for every trial. Given this, the key focus of the forgetting hypothesis is that new solutions are required frequently in random practice but not in blocked practice. Hence the development of the solution for the task is the key feature that facilitates learning.

Types of Educational tests - Concord SPED PAC

WULF, G.; LEE, T.D. Contextual interference in movements of the same class: diffential effects on program and parameter learning. Journal of Motor Behavior, 1993

How Fluent Am I? | Silent Schwa

One possible reason for the success of random practice stems from the elaboration hypothesis. This hypothesis states that when a learner performs a series of separate skills in a random order, the learner are able to compare and contrast the different skills and as such recognise the similarities and differences between the skills. By understanding and feeling how each movement is distinctive, the learner is able to store the movement more effectively within their long term memory.