共查询到17条相似文献，搜索用时 265 毫秒
1.
任务复杂程度对反馈频率适宜值的影响研究 总被引：2，自引：0，他引：2
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. 相似文献
2.
任务性质、结果反馈时机与运动技能的学习 总被引：1，自引：0，他引：1
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. 相似文献
3.
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. 相似文献
4.
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. 相似文献
5.
年龄对结果反馈时间点适宜值的影响 总被引：1，自引：1，他引：0
采用二维轨迹追踪任务探讨年龄对结果反馈(KR)时间点适宜值的影响。抽取150名右利手的18～22岁、35～39岁、60～64岁各50人,分为3组(每组男女各25名)。三组受试者分别在5种KR反馈条件下,练习两维轨迹追踪任务3天,每天练习30次。第3天练习结束后休息10min,3组受试者进行无KR保持测试。一天后,再进行无KR的保持测试。结果显示:(1)年龄影响延迟KR在运动技能学习中的作用;(2)年龄与KR时间点适宜值存在相互作用,随着个体年龄的增长,年龄与KR时间点适宜值之间呈现U型关系,即延迟4s提供KR利于中年组个体自身觉察错误能力的形成,而即刻提供KR利于青年组和老年组个体自身觉察错误能力的形成。以上结果还提示,自身觉察错误能力形成发展的趋势与个体生长发育的规律相吻合。 相似文献
6.
王晓波 《西安体育学院学报》2011,28(5):603-608
观察使用计算机追踪任务探讨任务性质、观察学习和身体练习比例对运动技能学习的影响。72名受试划分为开放性任务学习组和封闭性任务学习组,然后再根据观察学习+身体练习比例将受试随机分为25%观察学习+75%身体练习组、50%观察学习+50%身体练习组、以及75%观察学习+25%身体练习组,进行为期3 d的计算机追踪任务学习。第3 d学习结束后,对所有受试进行即刻测试2、4 h后保持测试和迁移测试。结果显示:对于封闭性任务技能学习而言,50%观察学习+50%身体练习的比例所获得的学习效果好于25%观察学习+75%身体练习的比例和75%观察学习+25%身体练习的比例;对于开放性任务技能学习而言,25%观察学习+75%身体练习的比例所获得的学习效果好于75%观察学习+25%身体练习的比例;使用相同比例条件下,封闭性任务技能的学习效果好于开放性任务技能。 相似文献
7.
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。 相似文献
8.
采用教学实验法,探讨变异练习法和特异练习法对不同水平的网球技能学习者学习开放性和闭锁性网球技能效果的影响。网球技术等级为3.0和4.0的受试者被随机分入开放性和闭锁性技能任务组,再分别将两个组中的两个技术等级的受试者随机分为变异性练习组和特异性练习组。以击球准确性和动作技评为测试指标,对受试者进行技能的绩效测试。结果显示:在学习开放性和闭锁性运动技能时,3.0技术等级受试者变异练习组击球技评成绩好于特异练习组,4.0技术等级受试者变异练习组击球准确性好于特异练习组,其他各组间成绩差异不存在显著性。 相似文献
9.
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. 相似文献
10.
错误结果反馈对追踪任务学习迁移的影响 总被引：1，自引：0，他引：1
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. 相似文献
11.
Margaret Robb 《Research quarterly for exercise and sport》2013,84(1):175-184
Abstract This study was an investigation of the course of learning a specified arm movement pattern under conditions that varied as to the type and frequency of feedback information. After several days of practice, subjects performed a criterion test which was the same as the learning movement pattern, but explicit visual feedback was withdrawn. Forty undergraduate students were divided into five groups. Each group was randomly assigned a method of learning the task. The methods of receiving information about performance were as follows: (a) concurrent visual feedback, (b) concurrent proprioceptive feedback and terminal knowledge of graphs, (c) a combination of (a) and (b), (d) concurrent visual feedback interspersed with passive watching, and (e) concurrent visual feedback at two different speeds. The results indicated the following: (a) the most effective variable for learning the pattern was concurrent visual feedback, (b) performing the movement at a slower than normal rate was detrimental to performance on the criterion test, (c) sitting and watching was as effective a learning method as performing at two speeds, and (d) subjects in the slow-standard speed group were significantly poorer than subjects in other groups during performance of the criterion test. The other methods did not differ significantly from each other. 相似文献
12.
Abstract This study determined the effectiveness of a global learning strategy on the skill level attained in one closed primary task and two related ones. Eighty subjects were randomly assigned to five groups equal in number and sex: a content-dependent strategy group (CDS), a content-dependent strategy plus reminders group (CDSR), a content-independent strategy group (CIS), a content-independent strategy plus reminders group (CISR), or a control group. A content dependent strategy is one learned in reference to a specific task; in this case, the primary one. A content independent strategy is learned in the context of many example tasks. Subjects performed underhanded dart throwing as the primary task, jart throwing (similar in nature to dart throwing) as the directly related task, and soccer foul shooting as the slightly related task. The strategy used to test the hypotheses generated was the Singer 5-Step Strategy. ANOVAs indicated that all of the strategy learning conditions were significantly more effective than the control condition for each task. Furthermore, the CIS learning situation was more beneficial for the learning of the task most related to the primary task than the CDS learning situation. The CISR group outperformed the other strategy groups in the less-related task. 相似文献
13.
Heather J. Brown Robert N. Singer James H. Cauraugh Georgann Lucariello 《Research quarterly for exercise and sport》2013,84(1):10-14
Abstract The effect of designated learning strategies and reflective versus impulsive cognitive styles on performance in a maze learning task was investigated. Twenty-four female subjects were randomly assigned to a strategy or control group. The strategies group was provided with three potentially effective strategies (imagery, rhythm, and feedback) as identified by an information processing task analysis procedure. The Matching Familiar Figures test further classified subjects within the two groups according to their preferred styles of responding. Eleven primary task trials were administered with direct view of maze and four related task trials were completed with an indirect view of it. Traversal speed and time in the incorrect pathways were analyzed with a 2 × 2 × 7 (Strategies × Cognitive Styles × Trial Blocks) repeated measures ANOVA. A significant three-way interaction was found for both dependent measures. As hypothesized, during the primary task the control reflective subjects traversed the maze more slowly than the control impulsive subjects. However, the strategies reflective subjects completed the maze with the same speed as strategies impulsives. The incorrect pathways × time interaction revealed that the control reflective subjects spent less time in the incorrect pathways during the related task than the control impulsives. No significant differences were found for strategies reflectives or impulsives. These findings indicate that, for this maze task that emphasized speed, the performance of reflective and impulsive subjects was facilitated by appropriate learning strategies. 相似文献
14.
《Research quarterly for exercise and sport》2012,83(4):429-439
ABSTRACTPurpose: This study aimed to examine the effect of gradual self-control of task difficulty and feedback on accuracy and movement pattern of the golf putting sport skill. Method: Sixty students were quasi-randomly assigned to four groups under a varying combination of the two factors of task difficulty control (self-controlled or yoked) and feedback control (self-controlled or yoked). The participants in the two groups (dual-factor gradual self-control and self-controlled task difficulty group) that granted control over task difficulty in the acquisition phase were told they could choose any of the pre-set distances from the target. All groups were given 100% feedback in the first half of the acquisition phase, but the participants in the two groups (dual-factor gradual self-control group and self-controlled feedback) that could control their feedback were told that in the second half of the acquisition phase they would be able to ask for feedback when needed. The practice schedule of each member of the dual-factor gradual self-control group was used as a basis to plan the practice of predetermined distances and feedback presentation to the corresponding participants in the yoked conditions. Results: ANOVA with repeated measures showed that the practice method involving gradual self-control of two factors had a positive impact on accuracy and movement pattern of golf putting in the retention and transfer tests compared to other methods (ps < .05). Conclusion: The advantages of self-control practice presumably come from better adjustment of challenge points by the learner in the course of the practice. 相似文献
15.
Mark H. Anshel 《Research quarterly for exercise and sport》2013,84(3):305-317
The purpose of this study was to determine the effects of consistent positive and negative feedback on motor performance and a shift in locus of control. Comparisons of the data were made on the basis of age, sex, type of feedback, and internal–external (I–E) disposition. Extreme internal and external participants were offered positive or negative feedback on a rotary pursuit motor task over 20 trials, twice per week, for 6 weeks (a total of 240 trials). The results were as follows: (a) all eighth-grade (13-year-old) subjects displayed superior motor skill performance as compared to fifth-grade (10-year-old) students; (b) subjects across age groups who received positive feedback performed better than subjects given negative feedback; (c) a significant locus of control by feedback interaction indicated that high internals were superior to high externals under positive feedback conditions but that negative feedback produced inferior performance by internals compared to heightened performance by externals; (d) older subjects were more internal than younger subjects based on locus of control questionnaire data both prior to and immediately following the 6-week experiment; and (e) neither age group demonstrated a significant shift in locus of control in response to both the positive and negative feedback conditions. 相似文献
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17.
G M Gauthier 《Journal of sports sciences》1985,3(1):3-25
The present work compares the efficiency of two training techniques as aids to learning selected aspects of a sequentially ordered action such as that of rowing. Subjects in one group were trained with a conventional learning technique (CLT) while those in a second group were trained by an augmented feedback technique referred to as external feedback (EFB). Progress was recorded on learning curves. Rowing athletes with limited experience and psychophysiology students were used for the study. The tasks consisted of learning movement timing (rhythmicity of action and coordination of body parts) and movement intensity (force and electromyogram development), in four separate experiments. The learning curves for EFB subjects were found to have significantly and consistently higher slopes than those for CLT subjects. Optimal criteria were reached by EBF subjects, after a continuous increase in performance levels and a concomitant decrease in standard deviations evaluated from periodicity, movement accuracy and force. Subjects, who after 8 to 10 sessions of CLT learning had not reached optimal level, were exposed to EFB. Their performances then showed a marked improvement and attained the required criterion in 2 to 4 sessions. This further demonstrates the efficacy of EFB as compared with CLT, as an aid to learning a complex sensorimotor action. The efficacy of EFB as a learning technique is discussed in relation to the internal model of the task to be executed and to sensory motor control and motor programmes. 相似文献