 Contextual interference CI is a practice scheduling method that involves presenting skills or stations in a sequential or random order. Each skill or station is presented multiple times during a learning session i.e., performing for a shorter duration at each station, but returning multiple times. Both random and sequential order schedules can yield comparable learning benefits 19. With a CI practice schedule, skills are partially forgotten while learners are practicing other skills. As a result, the learner must actively recall each skill multiple times. These repeated memory retrieval processes facilitate better retention after CI practice, compared to a blocked practice schedule 19. A simple analogy can be made with learning multiplication tables: once one has tried 7 times 9, the exercise is not as beneficial for learning if one tried 7 times 9 again on the next trial. Having to retrieve information multiple times with other skills or time between trials maximizes long-term skill retention 19. CI is also beneficial when practiced skills are distinct from each other 12. Because many skills are being processed at the same time, the learner must create distinctive memories for each skill. Altogether, the repeated recalls and contrasts involved in CI may have a negative effect on immediate performance i.e. immediate testing, but typically have a positive effect on long-term learning i.e. retention 13. More relevant to this project, the positive effects of CI extend from the motor to the verbal-cognitive domain and have been replicated with various skills levels and learner age groups 14. 