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This chapter presents a conceptual synthesis of some related, and perhaps, previously unrelated empirical research. The impetus for this chapter arises primarily from our recent explorations of the so-called “contextual” “interference” effect (Lee & Magill, 1983a, 1983b; Lee, Magill & Weeks, 1984; Magill & Lee, 1984) and specifically, the inability of current theories of motor learning to explain why this effect occurs.