运动技能学习中影响自身觉察错误能力形成的若干因素研究--从结果反馈时间点适宜值的视角

通过不同情境中KR时间点适宜值的变化，探讨不同情境因素对自身觉察错误能力形成的影响，以期深入探测运动技能学习中自身觉察错误能力的形成机制。结果显示：只有根据操作情境的任务、个体和环境特征，在适宜的时机提供KR才能促进运动技能学习；KR时间点适宜值不是固定的点，受到诸如任务难度、任务性质、个体技能熟练程度、年龄和视觉反馈等多种情境因素的影响，不断发生变化和波动，并且在不同情境中KR时间点适宜值的变化，可以间接反映该情境中个体自身觉察错误能力形成和发展状况；运动技能学习中，个体自身觉察错误能力的形成受到任务复杂程度、任务性质、个体技能熟练程度、年龄、视觉反馈等情境因素影响。     

错误结果反馈对追踪任务学习迁移的影响

采用电脑追踪任务探讨错误结果反馈(KR)对运动技能学习迁移的影响.抽取在校大学生,随机分为正确KR组、错误KR组、混合KR组(组间性别均衡设计).在第1-3 d,3组受试者练习时分别获得正确的KR、错误的KR,或者获得25次正确KR后,再获得25次错误KR.正确的KR是每次追踪误差的毫秒数,错误的KR则是正确KR数值+10 mm.在第4 d,3组受试者分剐在无KR的条件下,用原任务进行保持测试10次,之后再操作两个迁移任务各10次.显示:KR在一致性时机任务和电脑追踪任务中的作用机理类似,当可以获得KR时,学习者将它作为觉察和纠正操作错误的信息源:错误KR会带来迁移测试绩效的偏差.提示:学习者形成自身觉察错误能力是运动技能学习的关键,实践工作者应根据运动情境的特点,合理地提供结果反馈,以促进运动技能的学习.     

技能熟练程度对反馈频率适宜值的影响研究

采用两维电脑追踪任务,探讨个体技能熟练程度对反馈频率适宜值的影响作用.96名右利手在校大学生随机分为低练组和高练组(每组男、女各24名).首先,高练组受试者在100%反馈频率条件下练习2天,每天练习36次;同期,低练组受试者不进行练习,2天练习结束后,结果表明,经过不同练习量的练习,高练组受试者和低练组受试者之间形成了动作技能熟练程度的差异.此后,两组受试者分别在25%反馈频率、50%反馈频率、75%反馈频率、100%反馈频率条件下,连续2天练习两维复杂电脑追踪任务,每天练习36次.第2天练习结束后休息10 min,两组受试者进行无反馈保持测试.24 h后,再进行无反馈的保持测试.研究结果显示,获得阶段,两组受试者的操作绩效随反馈频率增加呈提高趋势;50%反馈频率有利于高练组受试的动作技能学习,75%反馈频率有利于低练组受试的动作技能学习;个体技能熟练程度与反馈频率适宜值存在交互作用,与低练组受试者相比,高练组学习动作技能时应适当减少反馈频率.提示,个体技能熟练程度影响反馈频率适宜值;技能熟练程度较高的个体学习动作技能时,应适当减少反馈频率.     

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.     

任务性质、结果反馈时机与运动技能的学习

采用键盘敲击任务探讨任务性质、结果反馈时机对运动技能学习的影响.将100名右优势手大学生随机分为开放性和封闭性任务组(男女各25名),两组分别在5种KR条件下,练习开放或封闭任务3天,每天练习108次.第3天练习结束后休息10min,进行不提供KR的保持测试10次.24 h后,进行无KR保持测试10次.结果显示:(1)在封闭性运动技能学习中延迟KR更有利,而即刻KR促进开放性运动技能的学习;(2)提供KR的适宜时机受任务性质影响.与开放性技能相比,操作封闭性技能时,提供KR的适宜时机应延迟.     

任务性质对反馈频率适宜值的影响

采用两维电脑追踪任务,探讨任务性质对反馈频率适宜值的影响。将大学生随机分为开放性任务和封闭性任务组,两组受试者分别在不同的反馈频率条件下,连续两天练习开放性或封闭性任务。结果显示:获得阶段,两组受试者的操作绩效随反馈频率增加呈提高趋势;任务性质与反馈频率适宜值存在交互作用;与封闭性任务相比,操作开放性任务时,应适当增加反馈的频率。提示:动作技能学习中,任务性质影响反馈频率适宜值。     

任务复杂程度对反馈频率适宜值的影响研究

采用单维简单和两维复杂电脑追踪任务,探讨任务复杂程度对反馈频率适宜值的影响.96名右利手的在校大学生随机分为简单任务和复杂任务组(每组男、女各24名).两组受试者分别在25%相对频率(提供反馈的练习次数占总练习次数的25%,简称反馈频率,下同)、50%反馈频率、75%反馈频率、100%反馈频率条件下,连续两天练习简单或复杂任务,每天练习36次.第2天练习结束后休息10min,2组受试者进行无反馈保持测试.一天后,再进行无反馈的保持测试.结果显示:(1)练习阶段,两组受试者的操作绩效随反馈频率增加呈提高趋势;(2)50%反馈频率利于简单任务的技能学习,75%反馈频率利于复杂任务的技能学习;(3)任务复杂程度与反馈频率适宜值存在交互作用,与简单任务相比,操作复杂任务时,应增加反馈的频率.以上结果提示:当信息加工负荷较小(如操作任务较简单)时,减少反馈频率利于技能学习;而当信息加工负荷较大(操作任务较复杂)时,频繁反馈利于技能学习.     

延迟结果反馈对复杂追踪任务运动技能学习的影响

采用两维轨迹追踪任务探讨KR延迟对复杂追踪任务技能学习的影响，以及KR延迟间隔长度的合理值。50名右利手的在校大学生(男30名，女20名)随机分为5组，分别在即刻反馈、2s反馈、4s反馈、7s反馈、9s反馈条件下，练习7天。第7天练习后，休息10min进行无KR保持测试。第8天进行无KR的保持测试和迁移测试。研究显示：延迟KR不利于两维复杂追踪任务技能的学习。     

不同相对频率言语操作反馈对投篮绩效影响的实验研究

以篮球项目中的基础技术原地单手肩上投篮为测试技能,探讨不同相对频率操作反馈(以下简称KP)对该技能学习绩效的影响。将56名体育学院右利手大学一年级男生随机分配到33%KP组、100%KP组、渐减KP组和控制组当中,每组14人。分别在4种不同的KP控制条件下练习投篮技能,每天练习30次。在练习期间教师按照实验控制条件,并依据原地单手肩上投篮动作的易犯错误分别为各组被试提供恰当的言语反馈。在第3天全部练习结束后休息3 min,进行无KP学习阶段测试,24 h之后再进行无KP保持阶段测试。实验结果显示:(1)学习阶段100%KP组的绩效明显优于33%KP组和渐减KP组;而在24 h保持阶段这种趋势发生了逆转,即33%KP组和渐减KP组的绩效明显优于100%KP组;(2)渐减KP组与33%KP组绩效未出现显著性差异;(3)不同相对频率KP组绩效优于控制组。     

反馈频率对追踪任务技能学习影响的实验研究

采用单维电脑追踪任务,探讨反馈频率对追踪任务技能学习的影响作用.48名右利手的在校大学生随机分为4组(每组男、女各6人),分别按反馈次数占总练习次数比例的25%、50%、75%、100%的频率方式向各组受试者提供当前反馈.结果显示:①获得阶段,频繁反馈有利于提高操作绩效;②保持阶段,减少反馈频率有利于简单追踪任务技能学习.结论:①当前反馈对于练习者学习动作技能具有很强的指导作用,并且容易使学习者对反馈产生依赖性;②通过减少反馈频率的方式可以减少学习者对反馈的依赖作用;③追踪任务技能学习过程中存在反馈频率适宜值.     

Precision of Knowledge of Results: Consideration of the Accuracy Requirements Imposed by the Task

Abstract

To investigate whether spatial assimilation effects are due to premovement control processes or postinitiation feedback processes, surface EMG recordings were made from two agonists and one antagonist during both single and dual movements involving the upper limb(s). In the single condition, subjects (N=7) made 25 Short (20°) and 25 Long (60°) reversal movements using levers in the sagittal plane, in 195 ms to reversal. In the dual condition, both Short and Long movements were performed simultaneously for 75 trials, the last 25 of which were without knowledge of results. Subjects overshot the Short target in the dual condition, showing spatial assimilation effects. Overshooting was associated with increased peak EMG in the initial (premovement) agonist burst, supporting the notion that spatial assimilation effects are modulated via premovement control processes.     

The Role of the Components of Knowledge of Results Information in Error Correction

Abstract

The purpose of this study was to determine the usefulness of the components of a knowledge of results (KR) statement for organizing response correction. Forty-eight subjects learned to move a handle to a criterion location on a linear positioning apparatus. Error direction and distance components of the KR statement were manipulated across four independent groups. Two 4 × 15 Analyses of Variances were calculated on absolute error (AE) and constant error (CE) scores. The groups main effect, trials main effect, and the interaction groups × trials effect were significant for both analyses. Groups receiving directional information were more accurate in error correction than was the distance only group. Manipulation of distance information also influenced error correction on the initial trials. The results were interpreted as an indication that the learner's initial error corrections are based on directional information and that the distance of the error information which initially lacks meaning interferes with initial response accuracy.     

The Effects of Age and Number of Demonstrations on Modeling of Form and Performance

Abstract

This study was designed to investigate the effects of age and number of demonstrations on both form (strategy employed) and physical performance on a Bachman ladder-balance task. College age (n = 60) and elementary age females (n = 60) were compared under four modeling conditions consisting of no, four, eight, and 12 demonstrations in an Age Group × Demonstration Group (2 × 4) MANOVA. Results indicated that college age students had higher performance and form scores than elementary age students. Only form differentiated the four demonstration groups. Participants receiving 12 demonstrations had higher form scores than the control participants. Form scores were analyzed in a discriminant function analysis to determine which of five form components differentiated the four demonstration groups. Results also revealed that climbing quickly was the component of form that differentiated the groups the most. It was concluded that matching form by the learner may be a more effective measure of modeling effects rather than inferring modeling from performance, especially in the initial stages of learning. In addition, it appears that the number of demonstrations needed to create modeling effects is task specific and dependent on the length of the practice period.     

心理控制源及不同任务结果对篮球运动员操作技能的影响

依据心理控制源理论,运用心理测量及数理统计法,对87名优秀青年篮球运动员在任务结果变化时操作技能成绩受到的影响进行研究,为教练员解决在比赛中如何使用队员的问题提供一些参考。结果表明,外控型运动员易受任务结果的影响,而内控型运动员受任务结果的影响不大。     

Optimal Length for Summary Knowledge of Results: The Influence of Task-Related Experience and Complexity

Abstract

Because manipulations of knowledge of results (KR) are critical to motor learning, researchers have attempted to establish an optimal length for summary KR. Experiment 1 of the present study investigated the option that optimal summary length may be dependent on a subject's task-related experience. Participants in a summary 1, 5, or 15 condition practiced a simple striking task for one session on three consecutive days with each day followed by a 24-hour no KR retention test. The retention test results indicated that optimal summary length is dependent on task-related experience. Experiment 2 investigated the nature of the relationship between task-related experience and complexity and optimal summary length (summary 1, 5, or 15). Again, striking tasks (simple and complex) were used. There was one practice session with either a simple or complex striking task for either novice or experienced performers, followed by a 24-hour no KR retention test. Data from the two experiments suggest that task complexity and performer experience interact in determining optimal summary length.