Consulter le texte intégral de la thèse - Université de Poitiers

Références bibliographiques
Wright, D. L., Li, Y. H., & Whitacre, C. (1992). The contribution of elaborative processing to
the contextual interference effect. Research Quarterly for Exercise and Sport, 63, 30-
37.
Wulf, G., & Lee, T. D. (1993). Contextual interference in movements of the same class:
Differential effects on program and parameter learning. Journal of Motor Behavior,
25, 254-263.
Wulf, G., & Shea, C. H. (2002). Principles derived from the study of simple skills do not
generalize to complex skill learning. Psychonomic Bulletin & Review, 9, 185-211.
Wulf, G., & Shea, C. H. (2004). Understanding the role of augmented feedback: The good,
the bad, and the ugly. In A. M. Williams & N. J. Hodges (Eds.), Skill acquisition in
sport: Research, theory and practice (pp. 121-144). London: Routledge.
Wulf, G., Shea, C. H., & Matschiner, S. (1998). Frequent feedback enhances complex motor
skill learning. Journal of Motor Behavior, 30, 180-192.
Young, D. E., Cohen, M. J., & Husak, W. S. (1993). Contextual interference and motor skill
acquisition: On the processes that influence retention. Human Movement Science, 12,
577-600.
Zang, Y. F., Jia, F. C., Weng, X. C., Li, E. Z., Cui, S. Z., Wang, Y. F., Hazeltine, E., & Ivry,
R. (2003). Functional organization of the primary motor cortex characterized by eventrelated
fMRI during movement preparation and execution. Neuroscience Letters, 337,
69-72.
137