Archivos suplementarios
Palabras clave
blocked practice
meta-analysis
motor learning práctica aleatoria
práctica en bloque
meta-análisis
aprendizaje motor prática aleatória
prática em bloco
meta-análise
aprendizagem motora
Cómo citar
Resumen
El presente estudio amplía un metaanálisis realizado recientemente y examina el Efecto de la Interferencia Contextual (EIC), por medio de la técnica metaanalítica. Después de una búsqueda de literatura en once bases de datos digitales y en referencias, 25 investigaciones cumplieron con los criterios de inclusión establecidos para el análisis intragrupo, mientras que 21 estudios para el análisis entregrupos. Bajo un modelo de efectos aleatorios, para el diseño intragrupose obtuvo un total de 150 Tamaños de Efecto (TE) individuales.Se encontróque el grupo de práctica en bloque (PB)mejoró su desempeño en la adquisición (TE= 0.69; n= 39; IC95%= 0.40 a 0.97)y lo disminuyó en la retención (TE= -0.25; n= 43; IC95%= -0.51 a -0.02). El grupo de práctica aleatoria (PA) mejoró en la adquisición (TE= 0.79;n= 31; IC95%= 0.43 a 1.16)y no presentó cambio en la retención (TE= 0.12; n= 37; IC95%= -0.12 a 0.38).Para el diseño entregrupos se obtuvo un total de 68 TEindividuales y se encontró que en la adquisición el grupo de PB presentó un desempeño mejor con respecto al grupo de PA (TE= -0.15; n= 31; IC95%= -0.32 a -0.01) y en la retención ambos grupos presentan un desempeño similar (TE= -0.02; n= 37; IC95%= -0.20 a 0.26). Los resultados apoyan el EIC en la adquisición. La presencia de variables moderadoras (edad de los participantes, cantidad de intentos, tipo de destreza y validez externa del estudio) confirman que este efecto no se puede generalizarCitas
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Derechos de autor 2016 Judith Jiménez Díaz, Walter Salazar, Maria Morera-Castro