主观估计错误活动、结果反馈时机与运动技能的学习

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.

Subjective error estimatedactivities, the temporal locus of KRand motor learning

In the present experiment , the effect of subjective error estimated activities and of the temporal locus of KR on motor learning was investigated. 90 undergraduates were divided into six groups: subjective error estimated2no KR , subjective error  stimated-immediate KR , subjective error estimated-delayed KR , arithmetic activities2no KR , arithmetic activities-immediate KR and arithmetic
activities-delayed KR group (each group was gender2balanced designed). During each trails interval , the subjective error estimated activities groups estimated errors made in the criterion task in verbal. The arithmetic activities groups involved in oral calculate cognitive activities. The no-KR groups did not receive the knowledge of results about the performance. The immediate KR groups received KR
immediately after the verbal estimated activities , while the delayed KR groups received KR delayed 4s. During three days of acquisition , six groups performed 108 trails each day. Retention tests of timing and subjective error estimated accuracy in absence of KR were administered 10 min and 24 hours following acquisition. Results showed that (a) the subjective error estimated-immediate KR condition enhance the retention performance. (b) the subjective error estimated activity is related to the optimal  temporal locus of KR.