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1.
The specificity of practice hypothesis was examined using a tracking task. In Experiment 1, visual or auditory feedback about performance was provided. Vision was more useful than audition early in acquisition. Performance gains found in acquisition were maintained during retention, but learning was specific only if the acquisition modality was visual. Specificity did not increase with the amount of practice. In Experiment 2, visual and auditory information were combined. Again, the specificity of practice hypothesis was supported. Also, instructing participants to attend to one information source allowed us to demonstrate that information can be explicitly or implicitly processed. Further, specificity effects may occur because of different rates of development for error detection and correction processes. 相似文献
2.
Mechanisms of attentional cueing during observational learning to facilitate motor skill acquisition
We examined the effectiveness of different cueing conditions during observational learning of a soccer accuracy pass. Sixty participants (30 males, 30 females) were randomly assigned and stratified by sex into one of six groups: discovery learning, verbal instruction, video model with visual cues, video model with verbal cues, video model with visual and verbal cues, and video model only. Each participant completed eight blocks of 10 trials each, with trial blocks 1 and 2 representing the practice phase (no manipulation), trial blocks 3, 4, 5 and 6 the acquisition phase (manipulation administered) and trial blocks 7 and 8 the retention phase (24 h after acquisition, with no manipulation). Absolute error, variable error and kicking form were recorded. The results indicated that those who used video modelling with visual and verbal cues collectively displayed less error and more appropriate form across acquisition and retention trial blocks compared with other groups. Our findings suggest that verbal information in addition to visual cues enhances perceptual representation and retention of modelled activities to improve task reproduction capabilities. Future research directions are proposed with implications for both direct and indirect perception accounts of skill acquisition through observed behaviours. 相似文献
3.
Rob Gray 《Research quarterly for exercise and sport》2013,84(3):491-501
Bat/ball contact produces visual (the ball leaving the bat), auditory ( the “crack” of the bat), and tactile (bat vibration) feedback about the success of the swing. We used a batting simulation to investigate how college baseball players use visual, tactile, and auditory feedback. In Experiment 1, swing accuracy (i.e., the lateral separation between the point of contact and “sweet spot”) was compared for no feedback (N), visual alone, auditory alone, and tactile alone. Swings were more accurate for all single-modality combinations as compared to no feedback, and visual produced the greatest accuracy. In Experiment 2, the congruency between visual, tactile, and auditory was varied so that in some trials, the different modalities indicated that the simulated ball contacted the bat at different points. Results indicated that batters combined information but gave more weight to visual. Batting training manuals, which typically only discuss visual cues, should emphasize the importance of auditory and tactile feedback in baseball batting. 相似文献
4.
Learning from demonstrations: the role of visual search during observational learning from video and point-light models 总被引：2，自引：1，他引：1
In this study, we examined the visual search strategies used during observation of video and point-light display models. We also assessed the relative effectiveness of video and point-light models in facilitating the learning of task outcomes and movement patterns. Twenty-one female novice soccer players were divided equally into video, point-light display and no-model (control) groups. Participants chipped a soccer ball onto a target area from which radial and variable error scores were taken. Kinematic data were also recorded using an opto-electrical system. Both a pre- and post-test were performed, interspersed with three periods of acquisition and observation of the model. A retention test was completed 2 days after the post-test. There was a significant main effect for test period for outcome accuracy and variability, but observation of a model did not facilitate outcome-based learning. Participants observing the models acquired a global movement pattern that was closer to that of the model than the controls, although they did not acquire the local relations in the movement pattern, evidenced by joint range of motion and angle-angle plots. There were no significant differences in learning between the point-light display and video groups. The point-light display model group used a more selective visual search pattern than the video model group, while both groups became more selective with successive trials and observation periods. The results are discussed in the context of Newell's hierarchy of coordination and control and Scully and Newell's visual perception perspective. 相似文献
5.
In this study, we examined the visual search strategies used during observation of video and point-light display models. We also assessed the relative effectiveness of video and point-light models in facilitating the learning of task outcomes and movement patterns. Twenty-one female novice soccer players were divided equally into video, point-light display and no-model (control) groups. Participants chipped a soccer ball onto a target area from which radial and variable error scores were taken. Kinematic data were also recorded using an opto-electrical system. Both a pre- and post-test were performed, interspersed with three periods of acquisition and observation of the model. A retention test was completed 2 days after the post-test. There was a significant main effect for test period for outcome accuracy and variability, but observation of a model did not facilitate outcome-based learning. Participants observing the models acquired a global movement pattern that was closer to that of the model than the controls, although they did not acquire the local relations in the movement pattern, evidenced by joint range of motion and angle-angle plots. There were no significant differences in learning between the pointlight display and video groups. The point-light display model group used a more selective visual search pattern than the video model group, while both groups became more selective with successive trials and observation periods. The results are discussed in the context of Newell's hierarchy of coordination and control and Scully and Newell's visual perception perspective. 相似文献
6.
Observation of a model prior to physical practice often facilitates the acquisition of motor skills. The majority of research studies on observational motor learning has used a skilled model for the demonstration. Recent research, however, suggests that observing an unskilled (learning) model may also be effective. The experiment reported here compared motor skill acquisition following observation of a learning model or a skilled model to the performance of subjects who lacked the benefit of observation. The task was to play a computer tracking game. Subjects were tested in pairs. Observers watched either a skilled or a learning model perform 3 trials. The observers then practiced the game for 3 trials. Observation of another 12 trials was followed by 12 more practice trials. Substantial observational learning was found, as both groups of observers performed better than the learning models after both the 3 initial trials of observation and after 12 more observation trials. However, there were no differences due to observing the skilled or the learning model. These findings are discussed in relation to theoretical issues of observational learning. 相似文献
7.
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
8.
Distribution of practice in motor skill acquisition: different effects for discrete and continuous tasks 总被引：1，自引：0，他引：1
Research on the benefits of distributed practice for the acquisition and retention of motor skills has a long history. The majority of this research has involved skill acquisition of continuous tasks. However, there is some evidence to suggest that distribution of practice effects are quite different for discrete tasks than for continuous tasks. In the present study, we used a single task, formed discrete and continuous versions of the task, and examined how acquisition and retention were affected by the length of inter-trial interval. The basic task was a movement timing task that involved either one timing estimate per trial (the "discrete" version) or twenty successive estimates per trial (the "continuous" version). Separate groups of subjects learned one version of the task under either distributed (25 s inter-trial intervals) or massed (0.5 s inter-trial intervals) practice conditions. Both massed and distributed retention trials were performed on the same version of the task according to a double transfer design. The results confirmed the apparent disparity: Acquisition and retention were facilitated by distributed practice on the continuous task, but by massed practice on the discrete task. These results were discussed in terms of the role of the inter-trial interval in discrete and continuous tasks. 相似文献
9.
Abstract This study examined the effects of knowledge of results (KR) delay and subjective estimation of movement form on the acquisition and retention of a motor skill. During acquisition, four groups of participants performed 60 trials of a throwing accuracy task under the following conditions: (a) immediate KR, (b) delayed KR, (c) immediate KR + form estimation, and (d) delayed KR + form estimation. Retention tests of throwing accuracy and outcome error estimation in the absence of visual KR were administered 5 min and 24 hours following acquisition. Throwing accuracy was significantly higher during acquisition but significantly lower during retention for immediate-KR participants than for delayed-KR participants. However, participants who estimated their movement form during acquisition produced significantly higher throwing accuracy and lower estimation error during retention than those who did not. 相似文献
10.
This experiment investigates the recent proposal of Schmidt, Young, Swinnen, and Shapiro (1989) that summary knowledge of results (KR) improves skill retention. In Schmidt et al.'s experiment, however, summary length varied concomitantly with the frequency of KR presentation. The current investigation held KR presentation frequency constant while manipulating the number of trials seen in the summary KR display. Subjects were required to perform a timing task on a linear slide. Five groups (n = 12) of subjects participated in acquisition trials then in 10-min and 2-day delayed no-KR retention tests. In 4 conditions, subjects completed each acquisition block without any KR, but following each block they received KR on either 15, 7, 3, or 1 of the 15 trials performed in that block. In the final condition subjects received immediate KR. Analysis of the absolute constant error (magnitude of CE) data for acquisition revealed all groups improved with practice and the immediate KR group performed better than all the summary groups which in turn did not differ significantly. Analysis of the magnitude of CE retention data found performance to be worse on the 2-day retention test for all groups. The effect of condition was significant. The 1/1 group had lower error scores than all other groups, which in turn were not significantly different. Analyses of variable error (VE) revealed only that VE decreased with practice. These findings suggest frequency of KR presentation may be the basis for the summary KR effect found by Schmidt et al. (1989). 相似文献
11.
Abstract Research on the benefits of distributed practice for the acquisition and retention of motor skills has a long history. The majority of this research has involved skill acquisition of continuous tasks. However, there is some evidence to suggest that distribution of practice effects are quite different for discrete tasks than for continuous tasks. In the present study, we used a single task, formed discrete and continuous versions of the task, and examined how acquisition and retention were affected by the length of inter-trial interval. The basic task was a movement timing task that involved either one timing estimate per trial (the “discrete” version) or twenty successive estimates per trial (the “continuous” version). Separate groups of subjects learned one version of the task under either distributed (25 s inter-trial intervals) or massed (0.5 s inter-trial intervals) practice conditions. Both massed and distributed retention trials were performed on the same version of the task according to a double transfer design. The results confirmed the apparent disparity: Acquisition and retention were facilitated by distributed practice on the continuous task, but by massed practice on the discrete task. These results were discussed in terms of the role of the inter-trial interval in discrete and continuous tasks. 相似文献
12.
The purposes of the present experiment were to determine (a) whether an auditory model enhanced relative or absolute timing, (b) the extent to which the reduced frequency presentation of the auditory model resulted in enhanced retention, and (c) the degree to which executing the timing sequence was independent of the role of the effectors in carrying out the movement sequence. Participants (N = 45) were asked to alternately press two keys on a computer keyboard in an attempt to match the goal intervals presented on the computer monitor. Groups differed in terms of the frequency with which an auditory model (100, 50, or 0%) was presented. The results indicated that the auditory model (100% or 50% groups) enhanced relative timing performance and learning but not the learning of absolute timing. In addition, the 50% group did not appear to become dependent on the auditory model. However, significant decrements in performance were seen for the 100% group when the model was withdrawn. Last, participants were able to execute the timing sequences equally well when they reversed the hand used to execute the timing sequence. This was interpreted as strong evidence for the effector independence (Schmidt, 1975, 1988) and modularity of the timing sequence (Keele, Davidson, & Hayes, 1998). 相似文献
13.
Christopher A. Aiken Phillip G. Post Michael C. Hout Jeffrey T. Fairbrother 《Journal of sports sciences》2020,38(4):405-415
ABSTRACTAllowing learners to control the number of practice trials has been shown to facilitate motor learning (Lessa & Chiviacowsky, 2015; Post et al., 2011; 2014). However, it is uncertain the extent to which prior findings were influenced by the combined effects of allowing participants to control both the pacing- and amount-of-practice. The present study examined the independent effects of self-controlled amount- and pacing-of-practice on learning a sequential timing task. Participants were assigned to a self-controlled-amount-of-practice (SCA), self-controlled-pacing-of-practice (SCP), yoked-amount-of-practice (YKA), or a yoked-pacing-of-practice (YKP) group. Participants completed acquisition, immediate retention/transfer and delayed retention/transfer. During acquisition, SCA controlled the number of acquisition blocks completed with a fixed inter-trial interval while SCP controlled the inter-trial interval with a fixed number of blocks. Yoked groups were matched to a self-control counterpart so the amount (YKA) and pacing (YKP) were equivalent. Self-control groups demonstrated lower absolute constant error during immediate-retention and lower absolute constant error and variable error during delayed retention (p < .05). For intrinsic motivation, SCA scored significantly higher than SCP for the subscale Interest/Enjoyment (p < .05). Findings indicated that self-control, regardless of type, facilitated motor learning. Further work is needed to continue to examine the relationship between controlling the amount and pacing of practice on skill acquisition. 相似文献
14.
This study examined judgments of learning and the long-term retention of a discrete motor task (golf putting) as a function of practice distribution. The results indicated that participants in the distributed practice group performed more proficiently than those in the massed practice group during both acquisition and retention phases. No significant differences in retention performance were found as a function of three retention intervals (1, 7, and 28 days). Echoing actual acquisition scores, participants in the distributed practice group predicted more proficient retention performance than did those in the massed practice group. Although all participants predicted more proficient performance than was actually achieved, the difference between predicted and actual performance failed to reach significance. 相似文献
15.
Heather Carnahan Craig Hall Timothy D. Lee 《Research quarterly for exercise and sport》2013,84(4):416-423
Abstract Two studies investigated the effects of delayed visual feedback on manual tracking. In Experiment 1, individuals practiced with visual feedback provided either immediately (0 delay) or with a 333-ms delay. During acquisition, the 0 delay group performed with less error than the 333-ms delay group. A retention test with 0 delay feedback was performed with the least error by the 0 delay group. A transfer test using a different 0 delay tracking pattern, was performed with the least error by the 333-ms delay group. In Experiment 2, individuals practiced at six different delays. Error increased as training feedback delay increased. For retention there were no differences between the delay groups during the 0 delay retention. At a 417-ms retention, test error decreased as training feedback delay increased. Results indicate that error during acquisition does not necessarily impair learning and that feedback delays can be beneficial for learning. 相似文献
16.
In this study, we examined the effects of augmented kinematic knowledge of performance (KP) on shooting performance and learning. Knowledge of performance described the aiming trajectory of the rifle barrel. The effects of knowledge of performance were evaluated in terms of shooting accuracy (shooting score), variability of the shooting score (root mean square error) and rifle stability (x- and y-deviation of rifle movement). The participants (n = 40) were randomly assigned to one of four groups: no-KP, 50% KP, 100% KP and a control group. The three experimental groups performed 480 shots during a 4 week acquisition phase in which feedback was provided. No-feedback retention tests were administered at 2 and 10 days after acquisition. There were no differences between groups during acquisition. In the 2 day retention test, the mean shooting score of the group receiving 100% knowledge of performance was significantly higher than that of the other groups. Furthermore, variability in shooting score for the 100% KP group was lower than that for the 50% KP and control groups. No significant differences were found in rifle stability between the experimental groups. In summary, a high frequency of kinematic knowledge of performance improved shooting accuracy, but the effect appeared to be temporal, disappearing in the 10 day retention test. Given that a parallel effect was not found in rifle stability, future research should focus on examining the reasons for this improvement in shooting score. 相似文献
17.
Kaisu Mononen Jukka T. Viitasalo Niilo Konttinen Pertti Era 《Journal of sports sciences》2013,31(10):867-876
Abstract In this study, we examined the effects of augmented kinematic knowledge of performance (KP) on shooting performance and learning. Knowledge of performance described the aiming trajectory of the rifle barrel. The effects of knowledge of performance were evaluated in terms of shooting accuracy (shooting score), variability of the shooting score (root mean square error) and rifle stability (x- and y-deviation of rifle movement). The participants (n = 40) were randomly assigned to one of four groups: no-KP, 50% KP, 100% KP and a control group. The three experimental groups performed 480 shots during a 4 week acquisition phase in which feedback was provided. No-feedback retention tests were administered at 2 and 10 days after acquisition. There were no differences between groups during acquisition. In the 2 day retention test, the mean shooting score of the group receiving 100% knowledge of performance was significantly higher than that of the other groups. Furthermore, variability in shooting score for the 100% KP group was lower than that for the 50% KP and control groups. No significant differences were found in rifle stability between the experimental groups. In summary, a high frequency of kinematic knowledge of performance improved shooting accuracy, but the effect appeared to be temporal, disappearing in the 10 day retention test. Given that a parallel effect was not found in rifle stability, future research should focus on examining the reasons for this improvement in shooting score. 相似文献
18.
Reduced feedback during practice has been shown to be detrimental to movement accuracy in children but not in young adults. We hypothesized that the reduced accuracy is attributable to reduced movement parameter learning but not pattern learning in children. A rapid arm movement task that required the acquisition of a motorpattern scaled to specific spatial and temporal parameters was used to investigate the effects of feedback (FB) frequency (100% vs. 62% faded) on motor learning differences between 19 school-age children and 19 young adults. Adults and children practiced the task for 200 trials under the 100% or faded FB condition on day 1 and returned on day 2 for a no-FB retention test. On the retention test, children who practiced with reduced feedback performed with greater temporal parameter errors, but not pattern error than children who received frequent feedback. Motor skill learning in children is influenced byfeedback frequency during practice that affects parameter learning but not pattern learning. 相似文献
19.
James S. Horgan 《Research quarterly for exercise and sport》2013,84(4):711-716
Abstract Twelve trials on a stabilometer task were administered to 100 educable mentally retarded children whose IQs ranged from 55 to 80 and whose mean age was 12.6 years. Four groups were trained under different supplementary auditory or visual feedback conditions while a fifth group was trained under control conditions. Using the mean time-in-balance (TIB) as the criterion measure, there were no initial performance differences among groups. Significant TIB performance differences among groups were demonstrated during the supplementary feedback training sessions; the visual/in-balance group demonstrated performance superiority. Final performance measures, obtained after withdrawal from the feedback conditions, were compared among groups; the visual/in-balance group maintained performance superiority over all other study groups. Comparisons within groups, from initial to final performance, indicated that only the control group failed to demonstrate significant performance gains and, therefore, did not acquire the task. The findings showed that only when supplementary auditory and visual feedback training techniques were employed did stabilometer performance improve significantly. The performance superiority of the visual/in-balance condition over all other conditions leads to the conclusion that the supplementary visual feedback technique as a reinforcement to correct responding has the greatest effect on the acquisition of the stabilometer task by educable, mentally retarded children. 相似文献
20.
Hui-Ting Goh Shailesh S. Kantak Katherine J. Sullivan 《Research quarterly for exercise and sport》2013,84(2):346-352
Reduced feedback during practice has been shown to be detrimental to movement accuracy in children but not in young adults. We hypothesized that the reduced accuracy is attributable to reduced movement parameter learning, but not pattern learning, in children. A rapid arm movement task that required the acquisition of a motor pattern scaled to specific spatial and temporal parameters was used to investigate the effects of feedback (FB) frequency (100% vs. 62% faded) on motor learning differences between 19 school-age children and 19 young adults. Adults and children practiced the task for 200 trials under the 100% or faded FB condition on Day 1 and returned on Day 2 for a no-FB retention test. On the retention test, children who practiced with reduced feedback performed with greater temporal parameter errors, but not pattern error, than children who received frequent feedback. Motor skill learning in children is influenced by feedback frequency during practice that affects parameter learning but not pattern learning. 相似文献