共查询到20条相似文献，搜索用时 31 毫秒
1.
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
2.
We conducted two experiments to assess the effect attentional focus has on learning a complex motor skill and subsequent performance under secondary task loading. Participants in Experiment 1 learnt a golf putting task (300 practice trials) with a single instruction to either focus on their hands (internal focus) or the movement of the putter (external focus). No group differences were evident during learning or retention. Differences between the groups were only apparent under secondary task load; the external group's performance remained robust, while the internal group suffered a drop in performance. Verbal protocols demonstrated that the internal group accumulated significantly more internal knowledge and more task-relevant knowledge in general than the external group. Experiment 2 was designed to establish whether greater internal focus knowledge or greater explicit rule build up in general was responsible for performance breakdown. Two groups were presented with a set of six internal or external rules. Again, no performance differences were found during learning or retention. During the secondary task, both groups experienced performance deterioration. It was concluded that accumulation of explicit rules to guide performance was responsible for the internal group's breakdown in performance under secondary task loading and may be responsible for some of the performance differences reported previously. 相似文献
3.
Abstract We conducted two experiments to assess the effect attentional focus has on learning a complex motor skill and subsequent performance under secondary task loading. Participants in Experiment 1 learnt a golf putting task (300 practice trials) with a single instruction to either focus on their hands (internal focus) or the movement of the putter (external focus). No group differences were evident during learning or retention. Differences between the groups were only apparent under secondary task load; the external group's performance remained robust, while the internal group suffered a drop in performance. Verbal protocols demonstrated that the internal group accumulated significantly more internal knowledge and more task-relevant knowledge in general than the external group. Experiment 2 was designed to establish whether greater internal focus knowledge or greater explicit rule build up in general was responsible for performance breakdown. Two groups were presented with a set of six internal or external rules. Again, no performance differences were found during learning or retention. During the secondary task, both groups experienced performance deterioration. It was concluded that accumulation of explicit rules to guide performance was responsible for the internal group's breakdown in performance under secondary task loading and may be responsible for some of the performance differences reported previously. 相似文献
4.
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
5.
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
6.
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
7.
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
8.
We investigated the attention demands associated with implicit and explicit (motor) learning and performance using a probe reaction time paradigm. Two groups of participants learned a golf putting task over eight blocks of 50 trials performed from different distances. One group (errorless learning) began putting from the shortest distance (25 cm) and moved progressively back to the furthest distance (200 cm). A second group (errorful learning) began putting from the furthest distance (200 cm) and moved progressively closer (25 cm). Retention tests were used to assess learning in the two conditions, followed by transfer tests in which participants used either an unusual putter or a very unusual putter. Transfer to the unusual putters had an equivalent effect on the performance of both errorless and errorful learners, but probe reaction times were unaffected in the errorless learners, suggesting that execution of their movements was associated with reduced attention demands. Reducing errors during initial learning trials may encourage an implicit mode of learning and lower the demand for cognitive resources in subsequent performance. 相似文献
9.
L. Verburgh E. J. A. Scherder P. A. M. van Lange J. Oosterlaan 《Journal of sports sciences》2016,34(18):1782-1790
In sports, fast and accurate execution of movements is required. It has been shown that implicitly learned movements might be less vulnerable than explicitly learned movements to stressful and fast changing circumstances that exist at the elite sports level. The present study provides insight in explicit and implicit motor learning in youth soccer players with different expertise levels. Twenty-seven youth elite soccer players and 25 non-elite soccer players (aged 10–12) performed a serial reaction time task (SRTT). In the SRTT, one of the sequences must be learned explicitly, the other was implicitly learned. No main effect of group was found for implicit and explicit learning on mean reaction time (MRT) and accuracy. However, for MRT, an interaction was found between learning condition, learning phase and group. Analyses showed no group effects for the explicit learning condition, but youth elite soccer players showed better learning in the implicit learning condition. In particular, during implicit motor learning youth elite soccer showed faster MRTs in the early learning phase and earlier reached asymptote performance in terms of MRT. Present findings may be important for sports because children with superior implicit learning abilities in early learning phases may be able to learn more (durable) motor skills in a shorter time period as compared to other children. 相似文献
10.
Abstract We investigated the attention demands associated with implicit and explicit (motor) learning and performance using a probe reaction time paradigm. Two groups of participants learned a golf putting task over eight blocks of 50 trials performed from different distances. One group (errorless learning) began putting from the shortest distance (25 cm) and moved progressively back to the furthest distance (200 cm). A second group (errorful learning) began putting from the furthest distance (200 cm) and moved progressively closer (25 cm). Retention tests were used to assess learning in the two conditions, followed by transfer tests in which participants used either an unusual putter or a very unusual putter. Transfer to the unusual putters had an equivalent effect on the performance of both errorless and errorful learners, but probe reaction times were unaffected in the errorless learners, suggesting that execution of their movements was associated with reduced attention demands. Reducing errors during initial learning trials may encourage an implicit mode of learning and lower the demand for cognitive resources in subsequent performance. 相似文献
11.
运动技能获得中内隐认知与外显认知的相互作用研究进展 总被引：1，自引：0，他引：1
5外显认知与内隐认知是运动技能认知的两种模式.外显认知是指一种是有日的、受意识控制的、需要付出意志努力并采取一定策略来获取知识的过程,是人们学习运动技能的主要认知模式.内隐认知是指无意识认知.它包括内隐记忆、内隐学习及内隐知觉等认知范式.在运动技能的外显认知中,当指导者提供的外显指导具体且准确,与学习者所要探寻的规则一致时,将促进运动技能的形成,否则将起到阻碍作用.复杂运动技能的学习更适合于两种认知模式的协同化,即先内隐认知后冉外显认知可以使技能学习效果达到最好. 相似文献
12.
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
13.
运动技能获得中的内隐学习与外显学习及其实质 总被引：6，自引：0，他引：6
运动技能获得中,人类存在着两种性质不同的并行的信息加工过程:一种是人们熟知的外显学习,具有随意性、需耗费心神、心理资源有限等特点;另一种是人们最新研究发现的内隐学习,具有不随意性、无需耗费心神、心理资源无限等特点。这两种学习机能是人脑的整体功能,在技能学习中相互协同,在一定条件下可以相互转化。 相似文献
14.
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
15.
16.
17.
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
18.
Andy C. Y. Tse Shirley S. M. Fong Thomson W. L. Wong Rich Masters 《European Journal of Sport Science》2017,17(2):152-159
Research in psychology suggests that provision of an instruction by analogy can enhance acquisition and understanding of knowledge. Limited research has been conducted to test this proposition in motor learning by children. The purpose of the present study was to examine the feasibility of analogy instructions in motor skill acquisition by children. Thirty-two children were randomly assigned to one of the two instruction protocols: analogy and explicit instruction protocols for a two-week rope skipping training. Each participant completed a pretest (Lesson 1), three practice sessions (Lesson 2–4), a posttest and a secondary task test (Lesson 5). Children in the analogy protocol displayed better rope skip performance than those in the explicit instruction protocol (p?<?.001). Moreover, a cognitive secondary task test indicated that children in the analogy protocol performed more effectively, whereas children in the explicit protocol displayed decrements in performance. Analogy learning may aid children to acquire complex motor skills, and have potential benefits related to reduced cognitive processing requirements. 相似文献
19.
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
20.
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