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1.
The purpose of this study was to investigate the effect of visual and auditory concurrent models on the acquisition of a rhythmical synchronization task. Subjects attempted to synchronize a series of dance steps to the beat of two auditory rhythms. Subjects performed five trial blocks in one of four practice conditions: (a) audio-visual (auditory rhythms combined with a visual model), (b) audio-auditory (auditory rhythms combined with an auditory model), (c) auditory only (auditory rhythms with no model), and (d) visual only (no auditory rhythms but exposure to a visual model). Rhythmical timing and synchronization accuracy served as the dependent variables. Results revealed no practice condition learning differences for rhythmical timing. For synchronization accuracy, the audio-auditory group produced significantly lower error scores at acquisition, but no differences were found at retention. Apparently, the availability of models created an information dependency that resulted in a decrease of performance and, consequently, no group differences in retention. 相似文献
2.
Learning from demonstrations: the role of visual search during observational learning from video and point-light models 总被引：2，自引：1，他引：1
In this study, we examined the visual search strategies used during observation of video and point-light display models. We also assessed the relative effectiveness of video and point-light models in facilitating the learning of task outcomes and movement patterns. Twenty-one female novice soccer players were divided equally into video, point-light display and no-model (control) groups. Participants chipped a soccer ball onto a target area from which radial and variable error scores were taken. Kinematic data were also recorded using an opto-electrical system. Both a pre- and post-test were performed, interspersed with three periods of acquisition and observation of the model. A retention test was completed 2 days after the post-test. There was a significant main effect for test period for outcome accuracy and variability, but observation of a model did not facilitate outcome-based learning. Participants observing the models acquired a global movement pattern that was closer to that of the model than the controls, although they did not acquire the local relations in the movement pattern, evidenced by joint range of motion and angle-angle plots. There were no significant differences in learning between the point-light display and video groups. The point-light display model group used a more selective visual search pattern than the video model group, while both groups became more selective with successive trials and observation periods. The results are discussed in the context of Newell's hierarchy of coordination and control and Scully and Newell's visual perception perspective. 相似文献
3.
In this study, we examined the visual search strategies used during observation of video and point-light display models. We also assessed the relative effectiveness of video and point-light models in facilitating the learning of task outcomes and movement patterns. Twenty-one female novice soccer players were divided equally into video, point-light display and no-model (control) groups. Participants chipped a soccer ball onto a target area from which radial and variable error scores were taken. Kinematic data were also recorded using an opto-electrical system. Both a pre- and post-test were performed, interspersed with three periods of acquisition and observation of the model. A retention test was completed 2 days after the post-test. There was a significant main effect for test period for outcome accuracy and variability, but observation of a model did not facilitate outcome-based learning. Participants observing the models acquired a global movement pattern that was closer to that of the model than the controls, although they did not acquire the local relations in the movement pattern, evidenced by joint range of motion and angle-angle plots. There were no significant differences in learning between the pointlight display and video groups. The point-light display model group used a more selective visual search pattern than the video model group, while both groups became more selective with successive trials and observation periods. The results are discussed in the context of Newell's hierarchy of coordination and control and Scully and Newell's visual perception perspective. 相似文献
4.
Christopher M. Janelle Douglas A. Barba Shane G. Frehlich L. Keith Tennant James H. Cauraugh 《Research quarterly for exercise and sport》2013,84(4):269-279
This study was designed to examine whether participants who could control the schedule of performance feedback (KP) would learn differentially from those who received a rigid feedback schedule while learning a complex task. Participants (N = 48) were randomly assigned to self-controlled KP (SELF), summary KP (SUMMARY), yoked control (YOKE), or knowledge of results only (KR) conditions. Data collection consisted of an acquisition phase and a 4-day retention phase during which right-handed participants performed a left-handed ball throw. Overall, throwing form improved across trial blocks during acquisition, with the SUMMARY, SELF, and YOKE groups showing more improvement than the KR group. During retention, the SELF group retained a higher level of throwing form and accuracy in comparison to the other groups. Results suggest that when given the opportunity to control the feedback environment, learners require relatively less feedback to acquire skills and retain those skills at a level equivalent to or surpassing those who are given more feedback but receive it passively. 相似文献
5.
Heather Carnahan Craig Hall Timothy D. Lee 《Research quarterly for exercise and sport》2013,84(4):416-423
Abstract Two studies investigated the effects of delayed visual feedback on manual tracking. In Experiment 1, individuals practiced with visual feedback provided either immediately (0 delay) or with a 333-ms delay. During acquisition, the 0 delay group performed with less error than the 333-ms delay group. A retention test with 0 delay feedback was performed with the least error by the 0 delay group. A transfer test using a different 0 delay tracking pattern, was performed with the least error by the 333-ms delay group. In Experiment 2, individuals practiced at six different delays. Error increased as training feedback delay increased. For retention there were no differences between the delay groups during the 0 delay retention. At a 417-ms retention, test error decreased as training feedback delay increased. Results indicate that error during acquisition does not necessarily impair learning and that feedback delays can be beneficial for learning. 相似文献
6.
Little research has investigated the observational learning process from a developmental perspective. The purpose of this study was to extend previous research by considering two factors: performance versus learning and sequencing versus form scores. Children (N = 60) comprising two age groups (5-0 to 6-11 and 8-0 to 9-11 years) were randomly assigned to verbal rehearsal only, model only, or model plus verbal rehearsal conditions. The task was a 6-part motor skill sequence in which proper sequencing and quality of form were assessed. A 2 x 3 x 4 (age group by model type by trial blocks) repeated measures MANOVA revealed a significant three-way interaction. Older children performed equally well under any of the model type conditions during both performance and learning. For younger children, a model plus rehearsal was superior to rehearsal only on sequence and form at performance and learning and superior to model only on sequence scores during the first two performance trial blocks. Model only and model plus rehearsal conditions were equally effective on form scores. These results suggest that age differences exist in the modeling of motor skills under conditions varying in model type, sequence and form scores, and performance and learning phases. 相似文献
7.
Fredric L. Goss William G. Herbert Thomas B. Kelso 《Research quarterly for exercise and sport》2013,84(3):292-294
Abstract Little research has investigated the observational learning process from a developmental perspective. The purpose of this study was to extend previous research by considering two factors: performance versus learning and sequencing versus form scores. Children 'N = 60) comprising two age groups (5-0 to 6-11 and 8-0 to 9-11 years) were randomly assigned to verbal rehearsal only, model only, or model plus verbal rehearsal conditions. The task was a 6 part motor skill sequence in which proper sequencing and quality of form were assessed. A 2 × 3 × 4 (age group by model type by trial blocks) repeated measures MANOVA revealed a significant three-way interaction. Older children performed equally well under any of the model type conditions during both performance and learning. For younger children, a model plus rehearsal was superior to rehearsal only on sequence and form at performance and learning and superior to model only on sequence scores during the first two performance trial blocks. Model only and model plus rehearsal conditions were equally effective on form scores. These results suggest that age differences exist in the modeling of motor skills under conditions varying in model type, sequence and form scores, and performance and learning phases. 相似文献
8.
采用键盘敲击任务探讨学习者主观估计错误活动、结果反馈时机(knowledge of results,简称KR)对运动技能学习的影响.抽取90名右利手的在校大学生,随机分为:主观估计无KR组、主观估计及时KR组、主观估计延迟KR组,算术活动无KR组,算术活动及时KR组,算术活动延迟KR组(组间性别均衡设计).主观估计错误活动组在练习间以口头报告的形式评估自己刚才操作总时间的误差,算术活动组按照实验员的要求进行数字算术口头运算.无KR组不提供KR,及时KR组在主观估计错误活动或算术活动后即刻获得KR,延迟KR组则延迟4s获得KR.第1-2天,6组受试者在各自的条件下分别练习,每天练习108次.第3天,练习后,休息10min,使用原任务进行保持测试10次,要求受试者每次测试后口头报告自己操作的总时间.第4天,使用原任务进行保持测试10次,要求受试者每次测试后口头报告自己操作的总时间.结果显示:(1)练习后从事主观估计错误活动,并能及时获得KR的学习者,保持测试的绩效最好;(2)主观估计错误活动影响提供KR的适宜时机. 相似文献
9.
Abstract This study examined the effects of knowledge of results (KR) delay and subjective estimation of movement form on the acquisition and retention of a motor skill. During acquisition, four groups of participants performed 60 trials of a throwing accuracy task under the following conditions: (a) immediate KR, (b) delayed KR, (c) immediate KR + form estimation, and (d) delayed KR + form estimation. Retention tests of throwing accuracy and outcome error estimation in the absence of visual KR were administered 5 min and 24 hours following acquisition. Throwing accuracy was significantly higher during acquisition but significantly lower during retention for immediate-KR participants than for delayed-KR participants. However, participants who estimated their movement form during acquisition produced significantly higher throwing accuracy and lower estimation error during retention than those who did not. 相似文献
10.
The aim of this study was to ascertain whether the performances of implicit and explicit learners would converge over an extended period of learning. Participants practised a complex motor skill - golf putting - for 3000 trials, either with a concurrent secondary, tone-counting task (implicit learning) or without such a task (explicit learning). The cognitive demands of the secondary task were predicted to prevent the accumulation of verbalizable rules about the motor task. The implicit group reported significantly fewer rules than the explicit group on subsequent verbal protocols. The performance of the implicit group remained below that of the explicit group throughout the learning phase. However, no significant differences were found between groups during a delayed retention test. Additionally, for the participants in the explicit group only, a Reinvestment Scale score correlated positively with the number of rules accrued and negatively with overall putting performance during the learning phase. We use the results to argue against the excessive use of verbal instruction during skill acquisition, which might be unnecessary and ultimately might hamper performance under stressful conditions. 相似文献
11.
Christopher A. Aiken Phillip G. Post Michael C. Hout Jeffrey T. Fairbrother 《Journal of sports sciences》2020,38(4):405-415
ABSTRACTAllowing learners to control the number of practice trials has been shown to facilitate motor learning (Lessa & Chiviacowsky, 2015; Post et al., 2011; 2014). However, it is uncertain the extent to which prior findings were influenced by the combined effects of allowing participants to control both the pacing- and amount-of-practice. The present study examined the independent effects of self-controlled amount- and pacing-of-practice on learning a sequential timing task. Participants were assigned to a self-controlled-amount-of-practice (SCA), self-controlled-pacing-of-practice (SCP), yoked-amount-of-practice (YKA), or a yoked-pacing-of-practice (YKP) group. Participants completed acquisition, immediate retention/transfer and delayed retention/transfer. During acquisition, SCA controlled the number of acquisition blocks completed with a fixed inter-trial interval while SCP controlled the inter-trial interval with a fixed number of blocks. Yoked groups were matched to a self-control counterpart so the amount (YKA) and pacing (YKP) were equivalent. Self-control groups demonstrated lower absolute constant error during immediate-retention and lower absolute constant error and variable error during delayed retention (p < .05). For intrinsic motivation, SCA scored significantly higher than SCP for the subscale Interest/Enjoyment (p < .05). Findings indicated that self-control, regardless of type, facilitated motor learning. Further work is needed to continue to examine the relationship between controlling the amount and pacing of practice on skill acquisition. 相似文献
12.
The aim of this study was to ascertain whether the performances of implicit and explicit learners would converge over an extended period of learning. Participants practised a complex motor skill--golf putting--for 3000 trials, either with a concurrent secondary, tone-counting task (implicit learning) or without such a task (explicit learning). The cognitive demands of the secondary task were predicted to prevent the accumulation of verbalizable rules about the motor task. The implicit group reported significantly fewer rules than the explicit group on subsequent verbal protocols. The performance of the implicit group remained below that of the explicit group throughout the learning phase. However, no significant differences were found between groups during a delayed retention test. Additionally, for the participants in the explicit group only, a Reinvestment Scale score correlated positively with the number of rules accrued and negatively with overall putting performance during the learning phase. We use the results to argue against the excessive use of verbal instruction during skill acquisition, which might be unnecessary and ultimately might hamper performance under stressful conditions. 相似文献
13.
Abstract The purpose of this study was to determine the coding characteristics of kinesthetic location information acquired during learning trials. Forty-eight blindfolded subjects learned to make a linear response with the right hand to a criterion location during 13 trials. Upon completion of the learning trials, subjects performed 10 trials without knowledge of results (KR) under one of four treatment conditions which were defined by the limb used and the dominant source of feedback available. Specifically, the conditions were right-hand control with kinesthetic feedback, left-hand kinesthetic, right-hand visual, and left-hand visual. The results of the ANOVAs for absolute error (AE) and constant error (CE) from the no-KR trials revealed that the visual feedback groups made significantly greater response errors than did the kinesthetic feedback groups. The blocks main effect for CE was also significant. Analysis of variable error (VE) indicated that the visual feedback groups were significantly more consistent in their responses than were the kinesthetic feedback groups. Within a motor learning paradigm, the concept of a spatial-location coordinate system was supported by the similar performances of the right-handed and left-handed groups. A discrepancy in this system was identified when visual feedback was provided for controlling the response to a location previously learned with kinesthetic cues. 相似文献
14.
Andrew W. Meyers Robert Schleser Theresa Montgomery Okwumabua 《Research quarterly for exercise and sport》2013,84(4):344-347
Abstract The purpose of the present experiment was to replicate and extend previous developmental modeling research by examining the qualitative as well as quantitative aspects of motor performance. Eighty females of two age groups (5–0 to 6–6 and 7–6 to 9–0 years) were randomly assigned to conditions within a 2 × 2 × 2 (Age x Model Type x Rehearsal) factorial design. Children received either verbal instructions only (no model) or a visual demonstration with experimenter-given verbal cues (verbal model) of a five-part dance skill sequence. Children were either prompted to verbally rehearse before skill execution or merely asked to reproduce the sequence without prompting. Both quantitative (order) and qualitative (form) performances were assessed. Results revealed a significant age main effect for both order and form performance, with older children performing better than younger children. A model type main effect was also found for both order and form performance. The verbal model condition produced better qualitative performance, whereas the no model condition resulted in better quantitative scores. These results are discussed in terms of differential coding strategies that may influence task components in modeling. 相似文献
15.
The purpose of the present experiment was to replicate and extend previous developmental modeling research by examining the qualitative as well as quantitative aspects of motor performance. Eighty females of two age groups (5-0 to 6-6 and 7-6 to 9-0 years) were randomly assigned to conditions within a 2 x 2 x 2 (Age x Model Type x Rehearsal) factorial design. Children received either verbal instructions only (no model) or a visual demonstration with experimenter-given verbal cues (verbal model) of a five-part dance skill sequence. Children were either prompted to verbally rehearse before skill execution or merely asked to reproduce the sequence without prompting. Both quantitative (order) and qualitative (form) performances were assessed. Results revealed a significant age main effect for both order and form performance, with older children performing better than younger children. A model type main effect was also found for both order and form performance. The verbal model condition produced better qualitative performance, whereas the no model condition resulted in better quantitative scores. These results are discussed in terms of differential coding strategies that may influence task components in modeling. 相似文献
16.
Saleh A. Al-Abood Keith Davids Simon J. Bennett Derek Ashford Manuel Martinez Marin 《Journal of sports sciences》2013,31(7):507-520
In the visual perception perspective of observational learning, the manipulation of relative and absolute motion information in visual demonstrations optimally directs learners’ search towards appropriate task solutions. We assessed the effect of emphasizing transformational information and removal of structural information using point-light kinematic displays in approximating the model’s relative motion patterns. Participants viewed computer-simulated point-light demonstrations or normal video demonstrations before and intermittently throughout 100 acquisition trials with knowledge of results on an underarm modified-dart aiming task. On the next day, all participants performed 20 retention trials without demonstrations. The kinematics of spatial and temporal coordination and control variables were examined relative to the model’s action, as well as performance scores. The results indicated that approximation of the model’s spatial and temporal coordination and control patterns was achieved after observation of either type of demonstrations. No differences were found in movement outcomes. In a second experiment, the effects of manipulating absolute motion information by slowmotion demonstrations were examined relative to real-time demonstrations. Real-time demonstrations led to a closer approximation to the model’s spatial and temporal coordination patterns and better outcome scores, contradicting predictions that slow-motion displays convey intact relative motion information. We speculate that the effect of visual demonstration speed on action perception and reproduction is a function of task constraints ‐ that is, novelty or familiarity of relative motion of demonstrated activities. 相似文献
17.
In this study, we examined the effects of augmented kinematic knowledge of performance (KP) on shooting performance and learning. Knowledge of performance described the aiming trajectory of the rifle barrel. The effects of knowledge of performance were evaluated in terms of shooting accuracy (shooting score), variability of the shooting score (root mean square error) and rifle stability (x- and y-deviation of rifle movement). The participants (n = 40) were randomly assigned to one of four groups: no-KP, 50% KP, 100% KP and a control group. The three experimental groups performed 480 shots during a 4 week acquisition phase in which feedback was provided. No-feedback retention tests were administered at 2 and 10 days after acquisition. There were no differences between groups during acquisition. In the 2 day retention test, the mean shooting score of the group receiving 100% knowledge of performance was significantly higher than that of the other groups. Furthermore, variability in shooting score for the 100% KP group was lower than that for the 50% KP and control groups. No significant differences were found in rifle stability between the experimental groups. In summary, a high frequency of kinematic knowledge of performance improved shooting accuracy, but the effect appeared to be temporal, disappearing in the 10 day retention test. Given that a parallel effect was not found in rifle stability, future research should focus on examining the reasons for this improvement in shooting score. 相似文献
18.
录像示范和现场示范对运动技能观察学习的影响 总被引：2，自引：1，他引：1
目的:探讨录像示范和现场示范对运动技能观察学习的影响.办法:48名受试随机分为练习组、现场示范观察组、录像示范观察组和控制组.采用计算机追踪任务,以RMSE为评价指标,对4组受试分别进行10 min后保持测试、24 h后保持测试和迁移测试.结果显示:在所有测试中,录像示范观察组和现场示范组受试操作绩效没有显著性差异;在10 min后保持测试和24 h后保持测试中,练习组受试操作绩效显著好于其他组受试,现场示范观察组和录像示范观察组受试操作绩效显著好于控制组;在迁移测试中,练习组、录像示范观察组、现场示范观察组受试操作绩效没有显著性差异,但都显著好于控制组. 相似文献
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20.
The specificity of practice hypothesis was examined using a tracking task. In Experiment 1, visual or auditory feedback about performance was provided. Vision was more useful than audition early in acquisition. Performance gains found in acquisition were maintained during retention, but learning was specific only if the acquisition modality was visual. Specificity did not increase with the amount of practice. In Experiment 2, visual and auditory information were combined. Again, the specificity of practice hypothesis was supported. Also, instructing participants to attend to one information source allowed us to demonstrate that information can be explicitly or implicitly processed. Further, specificity effects may occur because of different rates of development for error detection and correction processes. 相似文献