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1.
This study examined the influence of supplemental intertask and intratask processing on the retention of three motor sequences practiced in conditions of high and low contextual interference. Subjects practiced in either a blocked or random practice format and experienced additional intratask processing, intertask processing, or no additional processing. Each of three movement sequences were practiced for 18 trials. The subjects were required to perform the sequences as fast and as accurately as possible. Retention performance and recall of the movement sequences were assessed after a 21-day retention interval. The results replicated those of Wright (1991), indicating a benefit for individuals engaging intertask processing during a low contextual interference practice condition. Furthermore, supplementing random practice with additional intertask processing not only slowed the rate of task acquisition, but also resulted in retention performance that was significantly poorer than that exhibited by individuals exposed to random practice with no additional processing. This suggests there may be a limit to the extent of interference that can be established during practice that will lead to a facilitation in retention performance. 相似文献
2.
Individuals practiced two unique discrete sequence production tasks that differed in their relative time profile in either a blocked or random practice schedule. Each participant was subsequently administered a "precuing" protocol to examine the cost of initially compiling or modifying the plan for an upcoming movement's relative timing. The findings indicated that, in general, random practice facilitated the programming of the required movement timing, and this was accomplished while exhibiting greater accuracy in movement production. Participants exposed to random practice exhibited the greatest motor programming benefit, when a modification to an already prepared movement timing profile was required. When movement timing was only partially constructed prior to the imperative signal, the individuals who were trained in blocked and random practice formats accrued a similar cost to complete the programming process. These data provide additional support for the recent claim of Immink & Wright (2001) that at least some of the benefit from experience in a random as opposed to blocked training context can be localized to superior development and implementation of the motor programming process before executing the movement. 相似文献
3.
Black CB Wright DL Magnuson CE Brueckner S 《Research quarterly for exercise and sport》2005,76(1):28-41
Three experiments assessed the possibility that a physical practice participant's ability to render appropriate movement timing estimates may be hindered compared to those who merely observed. Results from these experiments revealed that observers and physical practice participants executed and estimated the overall durations of movement sequences similarly and more accurately than those who were not privy to any previous practice. This was true for a case in which (a) the execution demands for the physical practice participant were relatively high when multiple movement sequences were practiced with a consistent relative time structure but different overall durations (Experiment 1) and (b) the execution demands were relatively modest when only a single sequential motor task was learned (Experiment 2). Moreover, this general set of findings remained true for individuals who had previous experience with physical or observational practice, even when timing estimations were made during tests with no execution demands (Experiment 3). Thus, executing a movement sequence does not appear to interfere with the development of a learner's subjective evaluation of overall timing performance. Specifically, these data provided evidence that recognizing error in movement timing can be accomplished via observation, and, more generally, they add to the growing evidence supporting the claim that observational practice is a legitimate method facilitating the acquisition of sequential movement behaviors. 相似文献
4.
Abstract This study investigated the generalizability of results of contextual interference effects by extending previous laboratory research to a field setting. Thirty female subjects (N = 30) learned three badminton serves in either a blocked (low interference), serial (mixed interference), or random (high interference) practice schedule. The subjects practiced the serves three days a week for three weeks. On the day following the completion of practice the subjects were given a retention and transfer test. Results replicated previous findings of contextual interference research by showing a significant group by block interaction between acquisition trials, retention, and transfer. The random group performed better on both retention and transfer than the blocked group. The significant trial block by contextual interference interaction also supports the generalizability of contextual interference effects, as posited by Shea and Morgan (1979), to the teaching of motor skills. 相似文献
5.
Horn RR Okumura MS Alexander MG Gardin FA Sylvester CT 《Research quarterly for exercise and sport》2012,83(2):204-211
We tested the hypothesis that quiet eye the final fixation before the initiation of a movement in aiming tasks, is used to scale the movement's parameters. Two groups of 12 participants (N=24) threw darts to targets in the horizontal and vertical axes under conditions of higher (random) or lower (blocked) target variability. Supporting our predictions, random practice and target changes in the vertical axis led to longer quiet eye duration than did blocked practice and target changes in the horizontal axis. Our data suggest that quiet eye is not simply a mediating factor in accuracy, but is responsive to the task's programming demands, being influenced by the necessity to reparameterize the movement from one trial to the next. 相似文献
6.
P Del Rey 《Research quarterly for exercise and sport》1989,60(4):342-347
An experimental intervention program to train subjects on coincidence anticipation and prediction skills was administered to novice females. An attempt was undertaken to study the effects of this sports training and training on laboratory tasks. According to Battig's predictions on the structure of practice sessions, both random and blocked contexts were presented. These acquisition contexts were viewed as orienting tasks that preceded sports training. The effects of high-contextual interference and sports training on acquisition, retention, and transfer were investigated. Practice conditions in the intervention were selected because of processing demands similar to random acquisition. Other research has shown that acquisition in random is influenced by sport-skill expertise and further indicates that processing of events occurring outside the laboratory influences performance of laboratory tasks. Observed results supported prior theoretical predictions and empirical findings on contextual interference. Predicted hypotheses were supported, and the effects of sports training were most profound during retention and transfer if the acquisition context for the trained subjects was random. Supported by prior research, activities performed outside the laboratory influenced performance on laboratory tasks. These results shift more emphasis on the learner as an active processor of information, which relates to Lee's (1988) views on transfer-appropriate processing. 相似文献
7.
A four-component aiming movement was used to examine the relative effectiveness of part and whole practice. Following a pretest, participants were assigned to one of three practice groups. Participants in a "Whole" group practiced the four components together as a unit. A "No Overlap" group practiced the first two and last two components of the task, alternating every fifth trial. An "Overlap" group practiced the transition between the second and third components on every trial by alternating practice of the first three and last three components every five trials. Participants in all groups improved significantly from pretest to immediate posttest and maintained their performance over a 24-hr delay. Contrary to the "chunking hypothesis," participants in the No Overlap group improved as much as those in the other two groups. Kinematic data indicated that participants in all three groups learned to use response-produced feedback earlier in the individual movement trajectories. Moreover, participants appeared to acquire a general ability to make transitions between movement components rather than specific transitions. The results suggest that segmented or segmented "overlap" practice regimes may benefit learning movement sequences of short duration. 相似文献
8.
Patricia Del Rey 《Research quarterly for exercise and sport》2013,84(4):342-347
Abstract An experimental intervention program to train subjects on coincidence anticipation and prediction skills was administered to novice females. An attempt was undertaken to study the effects of this sports training and training on laboratory tasks. According to Battig' s predictions on the structure of practice sessions, both random and blocked contexts were presented. These acquisition contexts were viewed as orienting tasks that preceded sports training. The effects of high-contextual interference and sports training on acquisition, retention, and transfer were investigated. Practice conditions in the intervention were selected because of processing demands similar to random acquisition. Other research has shown that acquisition in random is influenced by sport-skill expertise and further indicates that processing of events occurring outside the laboratory influences performance of laboratory tasks. Observed results supported prior theoretical predictions and empirical findings on contextual interference. Predicted hypotheses were supported, and the effects of sports training were most profound during retention and transfer if the acquisition context for the trained subjects was random. Supported by prior research, activities performed outside the laboratory influenced performance on laboratory tasks. These results shift more emphasis on the learner as an active processor of information, which relates to Lee's (1988) views on transfer-appropriate processing. 相似文献
9.
We tested the hypothesis that quiet eye, the final fixation before the initiation of a movement in aiming tasks, is used to scale the movement's parameters. Two groups of 12 participants (N = 24) threw darts to targets in the horizontal and vertical axes under conditions of higher (random) or lower (blocked) target variability. Supporting our predictions, random practice and target changes in the vertical axis led to longer quiet eye duration than did blocked practice and target changes in the horizontal axis. Our data suggest that quiet eye is not simply a mediating factor in accuracy, but is responsive to the task's programming demands, being influenced by the necessity to reparameterize the movement from one trial to the next. 相似文献
10.
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
11.
Abstract To better understand the contextual interference effect, in two experiments we investigated a form of practice schedule that provided novices with systematic increases in contextual interference. This new type of practice schedule was compared with traditional blocked and random scheduling for two types of sports skills. In Experiment 1, we tested the hypothesis that practising variations of the same task with systematic increases in contextual interference would lead to superior performance compared with blocked or random scheduling. Participants practised golf putting tasks following a blocked, random or increasing schedule, which involved initial blocked trials, followed by serial practice trials, and ended with random scheduling. Participants who followed the increasing schedule had superior retention test performance. In Experiment 2, we tested if these learning benefits were observed when learning tasks controlled by different generalized motor programs. Participants practised three different basketball passes (chest, overhead, single arm) in a blocked, random or increasing schedule. Participants practising with gradual increases in contextual interference performed better on retention and transfer tests than participants practising with blocked or random scheduling. The results of these two experiments indicate that a practice schedule offering systematic increases in contextual interference facilitates skill learning. 相似文献
12.
Kadota K Matsuo T Hashizume K Tezuka K 《Research quarterly for exercise and sport》2006,77(3):285-295
We investigated the differences in mechanical power flow in early and late practice stages during a cyclic movement consisting of upper arm circumduction to clarify the change in mechanical energy use with skill acquisition. Seven participants practiced the task every other day until their joint angular movements conformed to those of an expert. During the practice sessions, participants' motions were digitally recorded once a week using four high-speed infrared cameras, and the joint kinematics and joint powers of the right arm were calculated. With practice, the inflow power derived from the net joint force increased at the hand, forearm, and upper arm segments by 143.1 +/- 17.2%, 57.1 +/- 7.3%, and 198.1 +/- 35.4%, respectively. In contrast, the power caused by the muscle joint moments was not significantly increased. These results suggested that participants acquired a motor pattern promoting transfer of the joint reaction forces. Results may provide some support for Bernstein's (1967) ideas that skill acquisition involves improving movement efficiency by greater use of nonmuscular forces. 相似文献
13.
Sally J. Phillips David L. Kelley Spiros G. Prassas 《Research quarterly for exercise and sport》2013,84(2):197-200
Abstract The contextual interference (CI) effect has been replicated many times since its first demonstration by Shea and Morgan (1979) in the motor learning domain (see Brady, 1998; Magill&;Hall, 1990). The CI effect is characterized by the observation that experiencing greater interference during acquisition is detrimental to immediate performance but enhances delayed performance as measured on retention or transfer tests. High CI is most often created by random practice in which the learning of multiple tasks occurs in a single training. In contrast, low CI is frequently created by using a blocked practice format in which all the practice trials of one task are completed before another task is introduced. One theoretical account that has been forwarded to account for the CI effect is labeled the action plan reconstruction hypothesis (Lee&;Magill, 1983, 1985). This position intimates that before a movement occurs an “action plan” must be prepared. In blocked practice, a previously prepared “action plan” is readily available from trial to trial, but it suffers from lack of attention on trials following initial retrieval from working memory. In random practice, however, each time a task must be executed a “reconstruction” of the action plan must be processed, because the interchange of information from trial to trial never allows the same information to remain in working memory for an extended amount of time. Presumably, the additional trial-to-trial preparation used by the random practice participant during practice results in a more resilient memory representation that better supports long-term recall efforts compared to their blocked practice counterparts. 相似文献
14.
Allowing learners to choose: self-controlled practice schedules for learning multiple movement patterns 总被引：1，自引：0，他引：1
For this study, we investigated the effects of self-controlled practice on learning multiple motor skills. Thirty participants were randomly assigned to self-control or yoked conditions. Participants learned a three-keystroke pattern with three different relative time structures. Those in the self-control group chose one of three relative time structures before each of 90 practice trials; yoked participants were not allowed to choose but were yoked to a self-control participant and followed that individual's sequence of practice trials. Results of the 24-hr serial transfer test revealed the self-control group exhibited significantly lower relative timing error, absolute error, and total error than the yoked group. Findings further support the efficacy of self-controlled learning 相似文献
15.
Matthew Kleinman 《Research quarterly for exercise and sport》2013,84(4):672-677
Abstract Eighty male college students were divided into two experimental groups practicing three criterion tasks: the floor kip, the front hip circle mount on the low horizontal bar, and the glide kip on the low horizontal bar. These tasks were practiced under different conditions of massed or distributed practice and an ANCOVA was used to test for significant mean differences in the rates of learning between the experimental groups on each task. The subjects' performance on the Metheny-Johnson test served as the control variable in the analysis and the .05 level of significance was selected. All observed differences in mean rates of acquisition between groups were within the limits of chance on all tasks, regardless of the method of practice. This apparent lack of effect of distribution of practice was attributed to factors such as the pacing of the task, the discrete and complex, rather than continuous, nature of the task, and the learning-performance distinction. 相似文献
16.
以固定训练程序进行练习的组块练习（低情境干预）和以随机训练程序进行练习的随机练习（高情境干预）对运动技能学习有重要的影响。运用元分析方法探讨两种练习方式对不同结局指标、不同学习阶段和不同参与肌肉群运动技能学习效果的影响、机制和启示,旨在丰富运动技能学习理论,为提高组块练习和随机练习在体育教学训练实践运用的有效性提供参考依据。研究表明：（1）组块练习和随机练习对不同结局指标、不同练习阶段和不同参与肌肉群的运动技能学习效果不同;（2）从不同结局指标来看,组块练习对动作时间和测量距离类指标的运动技能学习更有效,而随机练习对完成得分和动作速度类效果更佳。（3）从不同学习阶段看,在学习掌握阶段组块练习效果好;在迁移阶段随机练习效果好;而在保持阶段,两种练习方式对不同结局指标运动技能效果各有优势。（4）从不同参与肌肉群的技能看,随机练习对粗大运动技能和精细运动技能学习效果均好于组块练习。 相似文献
17.
以固定训练程序进行练习的组块练习（低情境干预）和以随机训练程序进行练习的随机练习（高情境干预）对运动技能学习有重要的影响。运用元分析方法探讨两种练习方式对不同结局指标、不同学习阶段和不同参与肌肉群运动技能学习效果的影响、机制和启示,旨在丰富运动技能学习理论,为提高组块练习和随机练习在体育教学训练实践运用的有效性提供参考依据。研究表明：（1）组块练习和随机练习对不同结局指标、不同练习阶段和不同参与肌肉群的运动技能学习效果不同;（2）从不同结局指标来看,组块练习对动作时间和测量距离类指标的运动技能学习更有效,而随机练习对完成得分和动作速度类效果更佳。（3）从不同学习阶段看,在学习掌握阶段组块练习效果好;在迁移阶段随机练习效果好;而在保持阶段,两种练习方式对不同结局指标运动技能效果各有优势。（4）从不同参与肌肉群的技能看,随机练习对粗大运动技能和精细运动技能学习效果均好于组块练习。 相似文献
18.
Steven N. Blair 《Research quarterly for exercise and sport》2013,84(2):120-123
Abstract Two unique methodological strategies were used to investigate the influence of retroactive inhibition on recall within a contextual interference paradigm. Three independent blocked groups, blocked without retroactive inhibition (BL-without), blocked with 18 trials of retroactive inhibition (BL-18), and blocked with 36 trials of retroactive inhibition (BL-36), were created that varied in order of presentation of tasks. By testing a single task in retention and creating three independent blocked groups, varying amounts of retroactive inhibition were produced. This isolated the effects of retroactive inhibition on blocked compared to control and random subjects' retention. The Acquisition Group x Retention Trials interaction indicated that random and BL-without subjects had shorter reaction time than BL-18 and BL-36 subjects. Thus, blocked subjects with retroactive inhibition exhibited a retention deficit compared to BL-without subjects. The results support previous contextual interference findings and suggest that retroactive inhibition influences the retention deficits demonstrated by blocked compared to random subjects in typical contextual interference investigations. 相似文献
19.
Jae T. Patterson Michael Carter Elizabeth Sanli 《Research quarterly for exercise and sport》2013,84(4):624-633
The present experiment examined the learning effects of participants self-controlling their receipt of knowledge of results (KR) on all or half of their acquisition trials (50%). For participants who were provided 50% self-control, the first half of their acquisition period consisted of receiving KR on all trials, or according to a faded-KR schedule. Participants practiced a sequential timing task. The results showed that independent of practice condition, participants who self-controlled their KR during the acquisition period demonstrated superior performance compared to the respective yoked conditions in the retention and transfer portion of the experiment. These results extend previous research by suggesting that decreasing the proportion of self-control trials does not compromise learning in a self-controlled context. 相似文献
20.
The present experiment examined the learning effects of participants self-controlling their receipt of knowledge of results (KR) on all or half of their acquisition trials (50%). For participants who were provided 50% self-control, the first half of their acquisition period consisted of receiving KR on all trials, or according to a faded-KR schedule. Participants practiced a sequential timing task. The results showed that independent of practice condition, participants who self-controlled their KR during the acquisition period demonstrated superior performance compared to the respective yoked conditions in the retention and transfer portion of the experiment. These results extend previous research by suggesting that decreasing the proportion of self-control trials does not compromise learning in a self-controlled context. 相似文献