In an exploratory study, the effects of contextual interference on retention and transfer performance were studied for learning a complex cognitive skill, namely, troubleshooting a computer-based simulation of a chemical process plant. Support was found for the “transfer paradox”: high contextual interference had negative effects on performance during practice and none on number of retention problems solved after the training but positive effects on number of new problems solved (transfer). Implications for the design of training are discussed.
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