Does an interference task immediately after practice prevent memory consolidation of sequence-specific learning?

Abstract

[Purpose] Learning of movement procedures (sequence learning) is essential in physical therapy. Studies have shown that sequence-specific learning may be integrated from an early stage. This study examines the effect of an interference task on the retention of sequence-specific learning. [Participants and Methods] Young adults were randomly divided into a control group and an interference task group, and two experiments were performed. In each experiment, the control group practiced task A in both the acquisition phase and the retention phase four to five hours later. The Interference group practiced task A in the acquisition phase followed by task B, which is similar to the interference task, and then performed task A in the retention phase four to five hours later. In Experiment 2, the amount of practice for task A in the practice phase was 25% of that in Experiment 1. [Results] Sequence-specific learning occurred in the early stages of practice. In particular, the performance of Experiment 1 reached the ceiling. The results of the retention test showed no significant interference effect due to similar tasks. [Conclusion] Implicit sequence-specific learning stabilizes performance early and is not affected by interference tasks.