共查询到18条相似文献，搜索用时 234 毫秒
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拟采用迁移范式,以事件相关电位(ERP)成分N2、P3作为主要指标,结合不同迁移方式和不同学习方式探讨学习者的知识表征方式的差异。结果发现:内隐组和外显组被试在习得了一定的序列知识后,相对于标准序列的反应时,效应器迁移序列的反应时明显变慢;在脑电数据中,以N2的平均波幅作为指标,不管是内隐组还是外显组,标准序列与刺激迁移序列不存在区别,而与效应器迁移序列却差异显著。对于P3的平均波幅的分析得出:在内隐组,标准序列与效应器迁移序列不存在区别;而在外显组,两者却差异显著。该结果说明:效应器水平的编码机制是参与序列知识的学习的;且相对于知觉编码,不管以何种方式学习,效应器编码起的作用都要更大。 相似文献
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针对效应器在动作序列学习中的作用机制主要存在2 种观点：动作序列学习依存于特定的效应器和动作序列学习独立于特定的效应器。研究
选取大学生为被试,在考虑性别均衡的前提下随机分为3 个试验组;采用序列反应时任务范式,设计反应迁移测验、刺激迁移测验和反应-刺激迁移
测验3 种测验任务,以学习迁移率为指标,分析动作序列学习的心理表征机制。结果发现：（1）在序列反应时任务中所发生的内隐学习,在反应迁移测
验、刺激迁移测验和反应-刺激迁移测验中均发生了学习迁移现象,平均迁移率分别为70.00%、50.79%和47.96%;（2）通过反应迁移测验、刺激迁移
测验和反应-刺激迁移测验中的迁移率比较表明,动作序列学习中独立于特定效应器的成分更占主导地位;（3）动作序列学习中知觉学习和动觉学
习同时存在,但这2 种学习又不是彼此独立的,不能将2 种成分进行简单的叠加。表明：动作序列学习中应重视和充分发挥技能学习的迁移规律,充
分发挥知觉学习、动觉学习的协同作用;动作序列技能的训练不必拘泥于单一动作效应器的训练,可以通过动作示范、变换不同效应器等策略,降低
因重复训练带来的情绪困扰、心理或生理疲劳。 相似文献
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运动技能学习是内隐与外显协同学习在真实情境下表现较多的领域之一。作为一种行之有效的内隐学习方法,类比学习的研究局限于理论探讨和分离性研究,将类比学习和外显学习结合起来的研究较为鲜见。以初学者为受试,采用双因素实验设计,探讨不同年龄青少年网球初学者学习网球双手反手击球技能时类比学习与外显学习的协同效应。36名大一男生、30名初二男生被分别随机分入先外显学习后类比学习组、先类比学习后外显学习组、类比学习与外显学习交替进行组,评价各组在保持测试和迁移测试中的绩效(动作准确性、动作评分和外显知识数量)。结果表明,不同年龄青少年初学者学习网球技能时,类比学习与外显学习的最佳组合方式不同。对于大学生初学者而言,类比学习与外显学习交替进行组的绩效好于先外显学习后类比学习组和先类比学习后外显学习组;对于初中生初学者而言,先类比学习后外显学习组的绩效好于类比学习与外显学习交替进行组和先外显学习后类比学习组。这启示我们,应根据学习者的不同年龄选用不同的组合方式以获得更好的学习效果。对这一问题的探讨将为提高日常体育教学、运动训练以及全民健身指导的效率提供理论支撑,为内隐与外显的协同学习理论在运动技能学习中的实践性操作提供建设性的指导意见,进一步丰富国内、外运动技能内隐学习领域的研究成果。 相似文献
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网球技能学习中类比学习与外显学习协同效应的实验研究 总被引：2，自引：0，他引：2
采用实验法,探讨大学生网球初学者在学习正手击球时类比学习与外显学习的协同效应.受试被随机分为外显学习组、类比学习组、类比与外显学习结合组,以击球准确性、动作评分和动作知识知晓数量为指标,对3组受试进行评价.结果显示:在保持测试中,外显与类比学习结合组的击球准确性和动作评分好于类比学习组和外显学习组;在迁移测试中,外显与类比学习结合组和类比学习组的击球准确性和动作评分好于外显学习组;在知晓动作知识的评价中,类比与外显学习结合组习得的动作知识数量多于类比学习组和外显学习组,而外显学习组多于类比学习组. 相似文献
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类比学习与外显学习的不同组合方式对不同性质网球技能学习的影响——从闭锁性和开放性技能的视角 总被引：1，自引：0，他引：1
采用实验法,探讨类比学习与外显学习的不同组合方式对大学生初学者学习不同性质网球技能的影响。受试被随机分为闭锁性技能任务组和开放性技能任务组,再将两组受试随机分为外显-类比学习组、类比-外显学习组和类比与外显学习同时进行组。以击球准确性、动作评分和有关动作的知识数量为指标,对受试的绩效进行评价。结果显示,学习闭锁性技能时,同时进行组受试的击球准确性、动作评分和动作知识的掌握程度比其他两组好;学习开放性技能时,类比-外显学习组受试的击球准确性、动作评分和动作知识的掌握程度比其他两组好。 相似文献
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采用实验法,探讨类比与外显学习的不同组合方式对大学生网球初学者学习不同难度技能的影响。将右利手男生随机分为高、低难度任务组,再分为先外显后类比学习组、先类比后外显学习组、类比与外显学习交替组,以击球准确性、动作评分和动作知识数量为指标,对受试的发球绩效进行评价。结果显示:在学习高难度发球技能时,先类比后外显学习组的绩效好于其他两组;在学习低难度发球技能时,类比与外显学习交替组的绩效好于其他两组。 相似文献
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使用目前最有效的强分离程序--匹配(内隐学习)和编辑(外显学习)研究范式,抽取大二普通系学生120名,采用3×2随机设计方差分析.探讨篮球战术决策获得过程中,内隐学习与外显学习的关系及情境复杂性对内隐学习与外显学习的影响效应.结果显示:在篮球战术决策获得过程中,内隐学习和外显学习及混合学习均显示出显著的绩效,并且内隐与外显学习相结合产生了促进、协同效应.在篮球战术决策获得过程中,内隐学习和外显学习与情境复杂性发现有交互作用,即在低复杂性情境下,内隐学习优于外显学习;高复杂性情境下,外显学习优于内隐学习.作为篮球战术决策研究指标最有效、可靠的是决策正确性和决策速度,决策自信心水平作为协变量在实验中没有影响篮球战术决策. 相似文献
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运动技能获得中的内隐学习研究进展 总被引：17，自引：0，他引：17
内隐学习和外显学习是人类学习的两种方式,它们平行发生并且相互独立,内隐学习所获得的运动技能在环境变化多样,应激条件下以及在保持的时间上都有显著的优点,结论建议我们,在运动技能的训练中应为内隐学习创造更多的条件。 相似文献
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双任务中内隐运动技能学习对提高保持成绩的作用 总被引：1，自引：1，他引：0
本实验研究的目的是,调查在双任务条件下一个运动系列能否被不觉察地掌握,内隐学习是否比外显学习更有效地增加保持.36名实验对象被随机分为内隐学习组或外显学习组.要求所有被试通过敲击一个键盘上的F和J键,来移动计算机屏幕上的横杆,去接住一个下落的小球.一个固定的5种小球下落曲线的系列被安插在每组15次练习的中段.同时,实验参加者需要数每组练习中的所听到的嘟嘟声的数目,以作为第二项任务.在掌握该技能后的24小时进行3次保持测验.ANOVA分析发现固定小球下落曲线段的接球成绩随着练习的增加而提高,但是练习对随机段没有作用.尽管两种练习条件下,运动技能学习成绩没有差异,但内隐学习组比外显学习组在模拟接球的保持测试和第二项任务中表现较准确.这些结果显示内隐学习是一个改善运动技能长期记忆的有效手段,并且与外显学习相比,它在练习中占用较少的认知资源. 相似文献
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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
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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
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The benefits of implicit and explicit motor learning approaches in young adults have been studied extensively, but much less in children. This study investigated the relationship between fundamental motor ability and implicit/explicit learning in children using the errorless learning paradigm. First, the motor ability of 261 children (142 boys, 119 girls) aged 9–12 years (M?=?9.74, SD?=?0.67) was measured. Second, children with motor ability scores in the upper and lower quartile learned a golf-putting skill in either an errorless (implicit) or errorful (explicit) learning condition. Four groups were formed: Errorless High-Ability (n?=?13), Errorless Low-Ability (n?=?11), Errorful High-Ability (n?=?10), and Errorful Low-Ability (n?=?11). Learning consisted of 300 practice trials, while testing included a 50-trial retention test, followed by a 50-trial secondary task transfer test, and another 50-trial retention test. The results showed that for high- and low-ability errorless learners, motor performance was unaffected by the secondary task, as was the case for high-ability errorful learners. Low-ability errorful learners performed worse with a secondary task and were significantly poorer than the corresponding high-ability group. These results suggest that implicit motor learning (errorless) may be beneficial for children with low motor ability. The findings also show a trend that children of high motor ability might benefit from learning explicitly (errorful). Further research is recommended to examine the compatibility of implicit and explicit approaches for children of different abilities. 相似文献
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运动技能作为一种主要和程序性知识相对应的学习与内隐学习有着密切联系。因此,将内隐学习引入运动技能教学中,驱动运动技能中的内隐学习,并按照运动技能的内隐学习和外显学习的关系来调整教学,不仅能发挥内隐学习的优势效应,使训练更加科学化、效益化,而且还能够激发学习者或者运动员的运动潜能、创造性,从而提高运动技能学习的效率。 相似文献
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Two experiments were conducted to examine the hypothesis that learning by analogy will invoke characteristics of an implicit mode of motor learning. In the first experiment, table tennis novices learned to hit forehand topspin implicitly, explicitly or by analogy. The results showed that the analogy and implicit learning groups accumulated equivalently fewer explicit rules than the explicit learning group during the learning phase. When a concurrent secondary task was added, the explicit learning group suffered from a significantly more serious performance impairment than the analogy and implicit learning groups; no significant differences were seen between the latter two groups. Self-perceived performance was correlated to actual performance in the explicit learning group but not in the analogy or the implicit learning groups. In the second experiment, the performance of an explicit learning group was found to be impaired by both a stress intervention and a thought suppression intervention, whereas the performance of an analogy learning group was not. These characteristics of analogy learning parallel those reported in the implicit learning literature, suggesting that analogy learning may be an effective method for teaching skills implicitly in sport. 相似文献